In this study, we describe the development of rapid reading measures, sentences presented to students in a nearly subliminal manner, with a literal comprehension question asked following their removal. After administering alternate forms of these measures to students, we present the results from three statistical analyses to ascertain their technical adequacy: classical test theory, 1-parameter Item Response Theory (IRT), and 2-parameter IRT. We conclude by noting considerable similarity of the results and recommend all analyses as offering valuable information. Appended are: (1) Estimates of item difficulty under the Classical Test Theory (CTT) Model; (2) Item Parameters Using the Rasch Item Response Model; (3) Item Parameters Using the 2PL Model; (4) Item Scale Scores Using the 2PL Model; and (5) Final Item Order. (Contains 23 tables.)