The CBM Maze task has been found to be an indicator of students‟ general reading performance and progress. Teachers administer the CBM Maze task frequently and evaluate students‟ progress towards...Show moreThe CBM Maze task has been found to be an indicator of students‟ general reading performance and progress. Teachers administer the CBM Maze task frequently and evaluate students‟ progress towards an individual goal. Insufficient growth in scores indicates the reading instruction to be ineffective for the particular student and calls to adapt the instruction, which again is followed by evaluating its effectiveness. Research indicates that the use of CBM Maze task can improve students‟ reading performances if teachers use it to plan their instructions. Despite of CBM being properly used by teachers, they seem to use it too little to modify their reading instruction. A possible explanation for the lack of instructional adaptations is that teachers do not know how they can adapt their instructions. This study examined how many, and what kind of ideas teachers have to adapt their instruction for students with reading difficulties, and the relationship between the ideas, the implementation of an adaptation by the teachers and Teacher efficacy. Teachers (N = 23) filled in a Teacher efficacy questionnaire and were interviewed about their ideas for instructional adaptations, after two of their students completed the CBM Maze task for ten weeks. After another eight weeks of CBM Maze administration it was examined whether teachers made an adjustment in their instruction for their students. About half of the teachers did not adapt their instruction despite it was necessary based on the Maze scores. Also, the implementation of an instructional adaptation did not relate with both the amount of ideas for instructional adaptations as well as Teacher efficacy. Doubts about the validity of the Maze task by teachers are considered to be involved in their use of CBM Maze. Although the study was exploratory because of the small sample size, implications for practice are discussed.Show less