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Using Curriculum-Based Measurement to Monitor Reading Progress in Inclusive Elementary Settings

ABSTRACT This article describes the use of curriculum-based measurement, specifically oral reading fluency, as a tool for monitoring students' overall reading achievement. A brief overview of curriculum-based measurement is provided as well as a description of procedures for collecting and graphing data. A case study illustrates the application of curriculum-based measurement in an elementary-level classroom that includes a student with an identified learning disability in reading as well as several other students who are low achieving. Focus on Inclusion is edited by Michael E. Skinner.