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ERIC Number: EJ1133151
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1088-8438
What Does the CBM-Maze Test Measure?
Muijselaar, Marloes M. L.; Kendeou, Panayiota; de Jong, Peter F.; van den Broek, Paul W.
Scientific Studies of Reading, v21 n2 p120-132 2017
In this study, we identified the code-related (decoding, fluency) and language comprehension (vocabulary, listening comprehension) demands of the CBM-Maze test, a formative assessment, and compared them to those of the Gates-MacGinitie test, a standardized summative assessment. The demands of these reading comprehension tests and their developmental patterns were examined with multigroup structural regression models in a sample of 274 children in Grades 4, 7, and 9. The results showed that the CBM-Maze test relied more on code-related than on language comprehension skills when compared to the Gates-MacGinitie test. These demands were relatively stable across grades.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Grade 4; Intermediate Grades; Grade 7; Grade 9
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Iowa Tests of Basic Skills
IES Funded: Yes
Grant or Contract Numbers: R305G040021