This study examined the differential predictive bias of CBM in reading across African American and Caucasian students in Grades 2 through 5. Participants included 136 students who were administered CBM oral reading fluency passages and the Reading Comprehension subtest of the Woodcock-Johnson Psychoeducational Battery—Revised. A series of hierarchical multiple regression analyses indicated that CBM neither over-or underpredicted reading comprehension skills controlling for age, sex, and socioeconomic status. Results of this study suggest that CBM continues to appear to be a sensitive form of direct reading assessment in the local curriculum for both African American and Caucasian elementary-age students.
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