Curriculum Based Measure (CBM) is an evidence-based approach used widely by educators to measure student progress and the effects of instruction. The CBM maze was designed as an indicator of...Show moreCurriculum Based Measure (CBM) is an evidence-based approach used widely by educators to measure student progress and the effects of instruction. The CBM maze was designed as an indicator of progress and performance in reading comprehension. The current study aimed to investigate the relationship between reading comprehension and the CBM maze by comparing a standard version of the maze with a scrambled version of the maze where coherence of the text is distorted. The study looked further into the effects of intrinsic motivation and desire to understand, by comparing the differences in scores between the standard and scrambled version of the maze. Participants were 40 Dutch bachelor-students in the Netherlands. The relationship between CBM maze and reading comprehension were examined and analyzed using repeated measures ANOVA, with one within factor (maze format: CBM standard maze vs scrambled maze) and between factors (intrinsic motivation: high vs low or desire to understand: high vs low). The results revealed a significant difference between scores on the standard and scrambled version of the maze, indicating that CBM maze scores reflected text-level comprehension. The results also revealed that neither intrinsic motivation nor the desire to understand had an influence on the differences between scores on the standard and scrambled version of the maze. This study provides evidence for CBM maze as a valid and reliable indicator for reading performance. However, it is recommended that this study be replicated with children to allow for generalizability of the targeted population. Further research is needed to determine the relationship between reading fluency, reading comprehension and the CBM maze.Show less
