The generalizability of CBM oral reading fluency measures across general and special education

This study examined the generalizability of curriculum-based measurement (C BM) in reading across general and special education. Participants included 12 general and special education students from a combined third- and fourth -grade classroom. CBM reading passage probes were administered to all stude nts, twice weekly, over an 8-week period. Using Generalizability (G) theory , results suggested that, of the total amount of variation present, individ ual variation among participants and educational placement in reading toget her accounted for 77% of CBM oral reading fluency performance. Furthermore, CBM was demonstrated to be highly dependable for making both within- and b etween-individual decisions regardless of whether a student received readin g instruction in general or special education.