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Abstract
Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and rate of reading skill development. This study examined the concurrent validity of growth estimates derived from Curriculum-Based Measurement of Oral Reading (CBM-R) and Maze Reading (CBM-mR). Participants were 1,528 students from Grades 3 to 8. CBM-R and CBM-mR were administered in fall, winter, and spring. Results indicate that CBM-R growth estimates are not correlated with CBM-mR growth estimates as derived with bivariate latent growth modeling (BLGM). In addition, results indicate that CBM growth estimates do not contribute to predictions of student performance on statewide assessments. Implications for practice and future research are discussed.
Keywords CBM, reading, latent growth modeling
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