In this study, we describe two studies used to select appropriate assessments to measure phonemic awareness, alphabetic principle, and fluency in the Spanish language for students receiving literacy instruction in Spanish. We first describe two studies in which we use linear regression and correlations to examine the appropriateness of different types of phonological awareness and early reading measures for first- and second-grade students receiving literacy instruction in Spanish. We report our findings from two studies carried out with two distinct populations: native English speakers enrolled in a Spanish language immersion program at a small suburban school and native Spanish speakers enrolled in a dual language immersion program at a large urban school (reported in the section identified as Initial Item Development Study). In both studies, performance on a measure of Syllable Sounds reading was the most significant predictor of oral reading fluency. We then provide alternate form reliability information for each of the easyCBM Spanish literacy measures (reported in the section identified as Reliability Study).