In the current study, 42 secondary students (10th, 11th, and 12th grade students) and 51 elementary students (4th and 5th grade students) read 400 word passages silently and aloud. During aloud reading, words correct per minute (WCPM) were recorded. After reading each passage, students answered 10 multiple-choice comprehension questions. Results showed comprehension was significantly higher when students read passages aloud, as opposed to silently. No interaction was found between comprehension and grade level (elementary versus secondary). Discussion is focused on theories of reading comprehension and applied implications for assessing comprehension following the administration of Curriculum-Based Measurement (CBM) reading probes. (Contains 5 tables and 2 footnotes.)