This study examined the generalizability of curriculum-based measurement (CBM) 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 students, twice weekly, over an 8-week period. Using Generalizability (G) theory, results suggested that, of the total amount of variation present, individual variation among participants and educational placement in reading together accounted for 77% of CBM oral reading fluency performance. Furthermore, CBM was demonstrated to be highly dependable for making both within- and between-individual decisions regardless of whether a student received reading instruction in general or special education.
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