Curriculum-based measurement in reading (CBM-R) was developed in the 1980s and has been established as a valid means to measure students' progress towards acquiring reading skills in response to instruction (Ball & Christ, 2012). Efficiency of administration and cost-effectiveness add to the appeal of CBM-R. As a result, CBM-R is a popular progress monitoring tool used with students without disabilities and students with high incidence disabilities. Research on effective reading instruction for students with intellectual disability (ID) is increasing; however, research on measures for assessing student response to reading instruction remains limited. This article explores how CBM-R has been used as a progress monitoring tool to formatively assess the basic and integrated reading skills of students with ID. This review specifically examines how CBM-R has been administered to students with ID, including type of CBM-R used, presentation format, student response modality, and use of additional prompting and/or performance feedback. Eleven articles were identified for inclusion. Recommendations for future research are discussed.