TY - JOUR
T1 - What Does the CBM-Maze Test Measure?
AU - Muijselaar, Marloes M L
AU - Kendeou, Panayiota
AU - de Jong, Peter F.
AU - van den Broek, Paul W.
N1 - Publisher Copyright:
© 2017 Society for the Scientific Study of Reading.
PY - 2017/3/4
Y1 - 2017/3/4
N2 - 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.
AB - 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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U2 - 10.1080/10888438.2016.1263994
DO - 10.1080/10888438.2016.1263994
M3 - Article
AN - SCOPUS:85008217118
SN - 1088-8438
VL - 21
SP - 120
EP - 132
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 2
ER -
