For the past 20 years, the growth of students' oral reading fluency has been investigated by a number of researchers using curriculum-based measurement. These researchers have used varied methods (student samples, measurement procedures, and analytical techniques) and yet have converged on a relatively consistent finding: General education students grow about a word per week in their fluency during the academic year, and students in special education progress more slowly. In this paper, we chronologically review early and late studies done on growth of fluency and then compare the studies on samples, measures, and conclusions.