Abstract
The purpose of this study was to examine the developmental difference in curriculum-based measurement (CBM) reading aloud performance between Grade 8 English-speaking students and English language learners (ELLs) using two theories of reading development: compensatory model and cumulative model. Fifty non-ELLs and 133 ELLs were administered the same CBM reading aloud probes in fall, winter, and spring. The simplex model and latent growth model were used to identify the most appropriate reading model for each group. The results revealed that the compensatory model was appropriate for both groups. Limitations and educational implications are presented.
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