ERIC Number: EJ1169097
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
CBM Maze-Scores as Indicators of Reading Level and Growth for Seventh-Grade Students
Chung, Siuman; Espin, Christine A.; Stevenson, Claire E.
Reading and Writing: An Interdisciplinary Journal, v31 n3 p627-648 Mar 2018
The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test. Results supported the technical adequacy of maze scores as indicators of reading level and growth. Alternate-form reliability coefficients were significant and intermediate to high. Mean maze scores showed significant increase over time, students' growth trajectories differed, and students' initial performance levels (intercepts) and growth rates (slopes) were not correlated. Maze reading level and growth were related to reading level and/or growth on criterion measures. A nonlinear model provided a better fit for the data than a linear model. Implications for use of CBM maze-scores for data-based decision-making are discussed.
Descriptors: Curriculum Based Assessment, Cloze Procedure, Multiple Choice Tests, Reading Tests, Scores, Grade 7, Secondary School Students, Reading Achievement, Standardized Tests, Models, Correlation, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Authoring Institution: N/A
Identifiers - Location: Netherlands