If a student is a struggling reader or lacks specific language skills, they may struggle with the M-CAP assessments. This does not mean, however, that it is not a valid assessment of the student’s ability to answer applications-based mathematics problems. Language and reading are components of the assessment of mathematics concepts and applications. The need to read, comprehend, and analyze real-world application problems is one of the major distinctions of M-CAP from that of strict computation problems. If an educator is concerned about the impact of language, they might want to use M-CBM or M-CBM II.