In this series of studies, we investigated the technical adequacy of three curriculum-based measures used as benchmarks and for monitoring progress in three critical reading- related skills: fluency, reading comprehension, and vocabulary. In particular, we examined the following easyCBM measurement across grades 3-7 at fall, winter, and spring time-points: internal consistency of the reading comprehension measure, construct and criterion-related validity, and practical utility for classifying student level performance. Data were analyzed both as an aggregated grade-level sample (approximately 3700 students per grade) and within ethnic background, achievement quartile, special education eligibility, and English Language Learner (ELL) status subgroups. (Contains 446 tables and 27 figures.) [Support for this work was also provided by the Center on Teaching and Learning (CTL).]