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
In this study the relation between Teacher efficacy and the interpretation of Curriculum-Based Measurement progress-monitoring graphs (CBM; Deno, 1985) and the generation of instructional changes...Show moreIn this study the relation between Teacher efficacy and the interpretation of Curriculum-Based Measurement progress-monitoring graphs (CBM; Deno, 1985) and the generation of instructional changes were examined. Participants were 23 teachers working in primary, secondary, regular or special education. The participants completed a shortened version of the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001). The interpretation of the CBM-graphs was measured with the Think-Aloud method and interviews were conducted to assess the number of ideas for instructional changes. The relationships have been investigated by correlation analyses. The results revealed that there was no significant relationship between Teacher efficacy and the interpretation of CBM-graphs. Also, no significant relation between Teacher efficacy and the number of ideas for instructional changes was found. The relationship between the interpretation of CBM-graphs of fictitious students and the interpretation of CBM-graphs of the teacher’s own students was significant. Teachers interpreted CBM graphs of fictional students as well as CBM graphs of their own students. The results of this study can be used for the development of courses for teacher’s to help them interpret CBM-graphs. Also the results from this study can be used to improve a follow-up study about teacher’s interpretation and use of CBM-data.Show less
