The technical adequacy of CBM maze as a measure of growth and performance in reading skills of Dutch secondary school students.

This study examines the technical adequacy of the CBM maze task as an indicator of growth and performance in a sample of 578 Dutch 7th grade students. Maze data was collected during 16 weeks in the second semester. A strong alternate-form reliability was found for the first and final three passages (.74 < r < .82). Maze growth-rates could not be predicted from VAS reading comprehension scores (R2 = .02). As well, only a small effect was found for the difference in growth rates between education levels. Maze performance in spring and the end of the year were predicted from VAS reading comprehension scores. Explained variances were respectively 27.6% (β = .53, p < .05) and 29.7% (β = .55, p < .05). Also significant differences in maze performance were found between education levels on both time points, respectively F(2, 556) = 42.29, p < .01, ω2 = .13 in spring and F(2, 251) = 49.14, p < .01, ω2 = .27 at the end of the year. Differences were significant for all groups, being lower,...Show moreThis study examines the technical adequacy of the CBM maze task as an indicator of growth and performance in a sample of 578 Dutch 7th grade students. Maze data was collected during 16 weeks in the second semester. A strong alternate-form reliability was found for the first and final three passages (.74 < r < .82). Maze growth-rates could not be predicted from VAS reading comprehension scores (R2 = .02). As well, only a small effect was found for the difference in growth rates between education levels. Maze performance in spring and the end of the year were predicted from VAS reading comprehension scores. Explained variances were respectively 27.6% (β = .53, p < .05) and 29.7% (β = .55, p < .05). Also significant differences in maze performance were found between education levels on both time points, respectively F(2, 556) = 42.29, p < .01, ω2 = .13 in spring and F(2, 251) = 49.14, p < .01, ω2 = .27 at the end of the year. Differences were significant for all groups, being lower, average and higher education levels (p < .01). Summarizing no empirical support was found for the validity of maze as an instrument to monitor growth in 7th grade. Results indicate a moderate validity of maze as an indicator of reading performance.Show less

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The technical adequacy of CBM maze as a measure of growth and performance in reading skills of Dutch secondary school students.