INVESTIGATING THE USE OF MAZE-CBM FOR HIGH SCHOOL STUDENTS

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dc.contributor.advisorWexler, Jadeen_US
dc.contributor.authorMitchell, Marisa Annen_US
dc.contributor.departmentSpecial Educationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-09-03T05:43:13Z
dc.date.available2016-09-03T05:43:13Z
dc.date.issued2016en_US
dc.description.abstractRecent legislation and initiatives set forth high academic expectations for all high school graduates in the area of reading (National Governors Association Center for Best Practices, 2010; Every Student Succeeds Act, 2015). To determine which students need additional support to meet these reading standards, teachers can conduct universal screening using formative assessments. Maze Curriculum-Based Measurement (Maze-CBM) is a commonly used screening and progress monitoring assessment that the National Center on Intensive Intervention (2013) and the Center on Instruction (Torgesen & Miller, 2009) recommend. Despite the recommendation to use Maze-CBM, little research has been conducted on the reliability and validity of Maze-CBM for measuring reading ability for students at the secondary level (Mitchell & Wexler, 2016). In the papers included in this dissertation, I present an initial investigation into the use of Maze-CBM for secondary students. In the first paper, I investigated prior studies of Maze-CBM for students in Grades 6 through 12. Next, in the second paper, I investigated the alternate-form reliability and validity for screening students in Grades 9 and 10 using signal detection theory methods. In the third paper, I examined the effect of genre on Maze-CBM scores with a sample of students in Grades 9 and 10 using multilevel modeling. When writing these three papers, I discovered several important findings related to Maze-CBM. First, there are few studies that have investigated the technical adequacy of Maze-CBM for screening and progress monitoring students in Grades 6 through 12. Additionally, only two studies (McMaster, Wayman, & Cao, 2006; Pierce, McMaster, & Deno, 2010) examined the technical adequacy of Maze-CBM for high school students. A second finding is that the reliability of Maze-CBM is often below acceptable levels for making screening decisions or progress monitoring decisions (.80 and above and .90 and above, respectively; Salvia, Ysseldyke, & Bolt, 2007) for secondary students. A third finding is that Maze-CBM scores show promise of being a valid screening tool for reading ability of secondary students. Finally, I found that the genre of the text used in the Maze-CBM assessment does impact scores on Maze-CBM for students in Grades 9 and 10.en_US
dc.identifierhttps://doi.org/10.13016/M2XJ6T
dc.identifier.urihttp://hdl.handle.net/1903/18606
dc.language.isoenen_US
dc.subject.pqcontrolledSpecial educationen_US
dc.subject.pquncontrolledcurriculum-based measurementen_US
dc.subject.pquncontrolledMazeen_US
dc.subject.pquncontrolledreadingen_US
dc.subject.pquncontrolledsecondary studentsen_US
dc.titleINVESTIGATING THE USE OF MAZE-CBM FOR HIGH SCHOOL STUDENTSen_US
dc.typeDissertationen_US

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