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A Measure of SuccessThe Influence of Curriculum-Based Measurement on Education$
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Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman

Print publication date: 2012

Print ISBN-13: 9780816679706

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816679706.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 24 June 2021

The Use of Curriculum-Based Measurement Maze in Greek

The Use of Curriculum-Based Measurement Maze in Greek

A Closer Look at What It Measures

(p.329) 29 The Use of Curriculum-Based Measurement Maze in Greek
A Measure of Success

Panayiota Kendeou

Timothy C. Papadopoulos

University of Minnesota Press

This chapter describes a study on the relative contribution of cognitive, phonological, rapid automatized naming (RAN), orthographic, and word reading fluency measures to Curriculum-Based Measurement (CBM) Maze. CBM Maze has considerable psychological validity and is commonly used in the fields of reading and learning disabilities as a general index of reading. Researchers examined the degree to which different cognitive and language component skills explained unique variance in performing a reading task such as CBM Maze. The results show that performance on CBM Maze depends primarily on two predictors—RAN and word reading fluency—both of which require speed and accuracy of processing.

Keywords:   Curriculum-Based Measurement, CBM Maze, reading comprehension, learning disability

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