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The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We then conclude with a presentation of the purpose for this issue and broadly introduce the articles in the special issue. Because oral reading fluency is one of the most common measures of R-CBM, much of the review is focused on this particular type of assessment; however, the issues presented extend to other assessments of R-CBM.

Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading