What Does the CBM-Maze Test Measure?

被引：18
|
作者：
Muijselaar, Marloes M. L. [1 ]
Kendeou, Panayiota [2 ]
de Jong, Peter F. [1 ]
van den Broek, Paul W. [3 ]
机构：
[1] Univ Amsterdam, Amsterdam, Netherlands
[2] Univ Minnesota, Minneapolis, MN 55455 USA
[3] Leiden Univ, Leiden, Netherlands
来源：
SCIENTIFIC STUDIES OF READING | 2017年 / 21卷 / 02期
关键词：
CURRICULUM-BASED MEASUREMENT; READING-COMPREHENSION TESTS; TEXT COMPREHENSION; COGNITIVE SKILLS; SIMPLE VIEW; LANGUAGE; VALIDITY; MODEL; PREDICTION; COMPONENTS;
D O I：
10.1080/10888438.2016.1263994
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：120 / 132
页数：13
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