Reading problems are associated with school failure and other problems. Yet, almost 14% of the students experience reading difficulties. Reading interventions aim to improve the reading abilities...Show moreReading problems are associated with school failure and other problems. Yet, almost 14% of the students experience reading difficulties. Reading interventions aim to improve the reading abilities of students. It is necessary that effective interventions are used, but also that there is a method by which teachers can determine whether a reading intervention is effective for individual students. The maze task of CBM is such a method. Teachers can easily evaluate the instruction using maze task data. However, researched has shown that teachers experience difficulties adjusting instruction based on data. One of the reasons is that teachers do not have enough general knowledge about reading instruction. Another possible reason is that teachers do not know how to change an ineffective instruction for individual students. In this study, the relation between general knowledge and the ability to change the instruction when ineffective was examined. Participants were 23 teachers (83% female; 17% male) in primary school (N = 13), special primary education (N = 5) and secondary education (N = 4). Teachers made a reading knowledge test to measure general knowledge. Also, teachers were asked to suggest ideas for a change in an ineffective instruction. Students completed 2-minute maze tasks. The relation between scores on the reading knowledge test and the amount of ideas suggested. The performance on the maze tasks were examined. An one-way ANOVA showed that there was no relation found. More research needs to be conducted to design an instrument that differentiates teachers based on general knowledge. In addition, future research needs to examine whether the types of ideas that teachers generate have an influence on student growth.Show less
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...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
