As school districts nationwide have moved toward data driven intervention, oral reading fluency measures have become a prevalent means to monitor progress by assessing the degree to which a child is becoming a fast (and therefore fluent) reader. This article reviews results of a survey of speech‐language pathologists (SLPs) working with children who stutter. The survey found that children on SLP caseloads are being referred for reading services when they do not actually have any trouble with reading fluently, but instead have trouble with any task that involves speaking fluently. The purpose of this article is to outline potential challenges in the use of oral reading fluency measures for children with speech disorders, and to provide practical solutions to those challenges.