Curriculum-based measurement is designed to predict students' future reading performance and identify children in need of early reading intervention. Although curriculum-based measures in reading are commonly implemented in schools throughout the United States, their use with children living overseas is restricted due to the disparity that exists between the norming population and the population of students living abroad. With an awareness of the need for a time-tested, evidence-based reading measure compatible for use with children living in international communities, the purpose of this study was to develop norms for DIBELS 8 that could be used in assessing the reading skills of students attending international schools in Europe. In addition, this study sought to provide data regarding performance differences among groups of international students (i.e., sex, instructional languages) and to investigate seasonal growth trends. Reading fluency and reading comprehension skills of second through fourth graders receiving bilingual and English medium instruction were assessed over the course of one school year using DIBELS 8. Triannual assessments were administered to 80 students in three international schools in Europe. A series of two-way analysis of variance (ANOVA), independent-samples t-tests, and Mann-Whitney U tests were used to determine the degree to which students' performance on DIBEIS 8 varied according to students' sex and their instructional language(s). Results revealed similar performance in reading among third grade males and females and among instructional groups. Students in second, third, and fourth grades receiving bilingual instruction performed equally well or better on measures of reading than students receiving English medium instruction. Results of the two-way mixed ANOVA were performed to determine if seasonal growth trends were evident over the course of the academic year. Although results indicate statistically significant growth on ORF and reading comprehension measures from fall to winter, performance on various reading assessments also showed more pronounced growth in reading during the winter-spring semester. Due to the very small sample size, caution must be used in interpreting and drawing conclusions based on the results of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]