The purpose of this study was two-folded. First, individual growth modeling and covariance structure analysis were integrated. The indivi- dual growth modeling framework includes a hierarchical statistical model to represent both "with-person" true status as a function of time and "between-person" differences in true change as a function of predictors. Second, the reading performance of children with reading difficulties, through the CBM procedure, was analyzed and the alternative models were compared using the framework of growth modeling. By comparing different models, several hypotheses on fixed or random growth para- meters, including about heteroscedasticity and auto-correlation of mea- surement error, were tested. As a discussion, the implication of the reading growth modeling for establishing the Individualized Education Plan(IEP) was provided.