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CBMreading (Curriculum-Based Measurement for Reading) is an evidence-based, one-minute assessment used for universal screening in English or Spanish (Grades 1-8), and for frequent progress monitoring (Grades 1-12). It is a simple and efficient procedure.

FastBridge provides benchmark targets for performance to help identify students at-risk for academic failure.

FastBridge CBMReading assessments are predictive of risk, quick to administer, and sensitive to growth.
CBMreading assessments are predictive of risk, quick to administer, and sensitive to growth.

Substantial research evidence demonstrates that CBMreading is a robust indicator of reading development and a useful predictor of student performance on state tests.

CBMreading is an index of word reading efficiency, which is an important ability that facilitates reading comprehension. Students who read a grade-level passage with efficiency are better able to use their cognitive resources to comprehend while reading.

The downward extension of CBMReading is earlyReading.

CBMreading Spanish

Available for universal screening (Grades 1-6) and frequent Progress Monitoring (Grades 1-12), the Spanish assessments were developed by bilingual researchers in collaboration with native Spanish-speaking teachers and literacy leaders.

Unlike many other Spanish oral reading assessments, these tools were not translated from English passages; nor were they based on a model of English reading development. Rather, they were constructed in consideration of reading milestones in Spanish.

Considerations were made during development to help ensure that the passages were not only linguistically accurate and flowed smoothly, but were also age-appropriate.

Our careful development of CBMreading in Spanish has led to a set of assessment materials that meet high standards from technical and linguistic perspectives.


CBMreading is used to screen students up to five times per year. Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at-risk for academic failure versus those who are on track to be successful.

Students with deficit achievement are quickly identified for additional intervention. The data also identify and inform instructional decisions for on-track and high-performers.

The profiles of students’ skill strengths and areas of difficulty can provide useful information to plan instruction. Each individual and group report within FastBridge is available instantly, expediting the process for teachers.

Progress Monitoring

CBMreading is uniquely designed to accommodate quick, easy, frequently delivered assessments (e.g., weekly, biweekly), which provide useful data to monitor student progress and evaluate response to instruction.

Progress monitoring helps teachers evaluate instructional effects and determine if differentiated instruction and interventions are effective.


Data are entered by the teacher (or support staff) via a mouse click or touch-enabled device to score performance while they listen to the student read aloud. In addition to accuracy, FastBridge easily allows for the recording of qualitative information and error types on-the-fly.

Results are stored in the FastBridge system to inform instruction on an immediate and longitudinal basis.


Reports are available to evaluate student performance against local norms, mastery criterion, and predictions of risk to meet proficiency standards on state tests.

FastBridge Reports display students’ scores, risk levels according to benchmark targets, local norms, and more–all in one convenient report.

Reports provide a summary of both Words Read Correctly (WRC) per minute, accuracy, qualitative features, and error types for both screening and progress monitoring applications.

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