indicated that the DIBELS ORF/RTF score and the ORF/RTF score of literature in the classroom had no connection. In 2007 Brant Reidel conducted a study of the effectiveness of the DIBELS subtests with 1st grade students. As noted above in the subtest section DIBELS recommends using the initial sound Fluency (ISF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF) subtests with 1st grade students adding in the ORF subtest halfway through the year. Reidel (2007) found that the PSF score was a poor indicator of reading comprehension. He found that at the point when the 1st-grade students began taking the ORF test it proved to be the single best predictor of comprehension at the end of first grade. With these results he speculated that if it was the goal of the DIBELS administration to help identify students who may be at risk for reading comprehension difficulties then administering any other subtests besides the ORF by the middle of first grade was unnecessary. Reidel also stated that although the RTF subtest was meant to be a measure of comprehension it proved to be a weaker indicator of comprehension than the ORF score alone. Jillian M Bellinger conducted a study to test the reliability and validity of the story retell task (RTF). In this study, examiners scored retells in live time and from a digital recording. Results indicated that there was a significant difference, with a large effect, between retells scored in real time verses those scored from a digital recording. In addition, there was a low relationship between retell fluency scores and scores from the Woodcock Johnson Reading Comprehension Composite. She stated that, "The low level of predictive validity of RTF scores suggests that the 1 minute read and retell procedure may not accurately assess students’ reading comprehension." Oral reading Fluency was strongly related to performance on all ITBS (Iowa Test of Basic Skills) subtests except listening at all testing points starting in the winter of first grade. Schilling worked with students in 1st through 3rd grades, and also stated that the scores from any other subtest except ORF at the end of 1st grade were minimal in predicting success on state testing. The teachers were encouraged to use DIBELS results in helping them make decision about reading instruction. One research group, Amy R. Hoffman and associates, sent out a survey to classroom teachers, reading specialists, administrators, university teachers, and