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
The purpose of this study was to examine to what extent CBM Maze scores were indicators of general reading proficiency for students enrolled in Dutch vocational secondary education (PrO-schools)....Show moreThe purpose of this study was to examine to what extent CBM Maze scores were indicators of general reading proficiency for students enrolled in Dutch vocational secondary education (PrO-schools). Three research questions were addressed regarding the reliability, the validity and the sensitivity to growth of the Maze scores. The participants were 96 students (44 girls; 51 boys; 1 unknown sex) across four school years enrolled in a Dutch secondary school for practical education. The relation between the CBM Maze scores and two criterion variables (a reading comprehension test Nieuwsbegrip and School Grades for Dutch) was examined. In addition, beginning-and-end-of-year mean Maze scores were examined in order to determine whether the scores were sensitive to growth. Positive and moderately to strong correlations provide support for the reliability of the Maze scores. The present data, however, provide only minimal support for their validity. Finally, results suggest the Maze scores were sensitive to growth.Show less
