Comparison of Grade-Level Controlled and Literature-Based Maze CBM Reading Passages

Abstract

Curriculum-Based Measurement (CBM) of silent reading fluency using the maze task has been shown to be a useful tool for evaluating students' silent reading skills. No prior research has evaluated whether the source of the maze passages has a relationship with the obtained reading scores. Prior research with CBM of oral reading fluency (ORF) has shown that passage source is related to students' scores. The current preliminary study compared students' scores on matched reading-level-controlled and literature-based maze passages. A random sample (N = 21) of fifth grade students at one school completed three grade-level controlled and three literature-based passages in the Fall, Winter, and Spring of one school year. Results indicated that the maze score levels for the two passage types were highly correlated, but the scores on the controlled passages were higher than the literature-based passages. The findings are discussed with respect to the potential importance of matching instructional and assessment materials.

Additional information

Notes on contributors

Rachel Brown-Chidsey

Rachel Brown-Chidsey received her PhD in School Psychology from the University of Massachusetts-Amherst in 2000 and is an Associate Professor of School Psychology at the University of Southern Maine. Her primary research interests are curriculum-based measurement, response to intervention (RTI), and solution-focused assessment for intervention.

Paul Johnson

Paul Johnson received his MS in School Psychology from the University of Southern Maine in 2003 and is a doctoral student at the University of Southern Maine. He currently practices school psychology in Maine providing services for students with developmental disabilities. His primary research interests are applications of applied behavior analysis and school-wide positive behavior support systems.

Robin Fernstrom

Robin Fernstrom received her MS in School Psychology from the University of Southern Maine in 2004. She currently works as a school psychologist in Oregon. Her primary research interests are curriculum-based measurement and school-wide reading improvement programs.