The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: (a) the reliability of R-CBM oral reading fluency (ORF), (b) issues pertaining to form effects, (c) the generalizability of scores from R-CBM, (d) measurement error, and (e) linearity of growth in R-CBM. We then conclude with a presentation of the purpose for this issue and broadly introduce the articles in the special issue. Because ORF is one of the most common measures of R-CBM, much of the review is focused on this particular type of assessment; however, the issues presented extend to other assessments of R-CBM. (Contains 1 note.)