Leiden University Student Repository

Mumine, Halimah (2021)

De relatie tussen de CBM maze en begrijpend lezen en de invloed van genre en standards of coherence

Master thesis | Education and Child Studies (MSc)

The CBM maze task is used in education to indicate and monitor the progress in reading proficiency. The purpose of this study was to examine the relationship between the CBM maze and reading comprehension. To examine this relationship the scores between the CBM standard maze (a maze that follows the standard rules) and the scrambled maze (a maze with distorted coherence) were compared. Furthermore, the effects of standards of coherence and genre on the difference in scores between the CBM standard maze and scrambled maze were examined. Expected was that the scores on CBM maze would reflect reading comprehension. A group of 40 Dutch bachelor-students participated in the study. The data were analyzed using repeated measures ANOVA. The repeated measures ANOVA consisted of two within factors (type maze: CBM standard maze vs scrambled maze and genre: expository vs narrative) and one between factor (standards of coherence: high vs low). The results show a significant difference in scores...Show moreThe CBM maze task is used in education to indicate and monitor the progress in reading proficiency. The purpose of this study was to examine the relationship between the CBM maze and reading comprehension. To examine this relationship the scores between the CBM standard maze (a maze that follows the standard rules) and the scrambled maze (a maze with distorted coherence) were compared. Furthermore, the effects of standards of coherence and genre on the difference in scores between the CBM standard maze and scrambled maze were examined. Expected was that the scores on CBM maze would reflect reading comprehension. A group of 40 Dutch bachelor-students participated in the study. The data were analyzed using repeated measures ANOVA. The repeated measures ANOVA consisted of two within factors (type maze: CBM standard maze vs scrambled maze and genre: expository vs narrative) and one between factor (standards of coherence: high vs low). The results show a significant difference in scores between the CBM standard maze and the scrambled maze F(1, 38) = 103,349; p = < .001, η2 = .731 with scores on the CBM standard maze being higher than the scores on the scrambled maze, suggesting that scores on the CBM standard maze reflect text-level reading comprehension. No influence of standards of coherence, F(1, 38) = ,340; p = ,563, or genre, F(1, 38) = ,340; p = ,563, was found on the difference in scores between the CBM standard maze and the scrambled maze. A limitation of this study is its limited generalizability to the target group of the CBM maze. A study in which children are participants is recommended.Show less

Author

Mumine, Halimah

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

orthopedagogiek

Supervisors

Espin, C.A

ECTS Credits

20

Language

nl