Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening

Abstract

A primary problem with special education placement is that it is a solution that comes too late for children who are first noticed by their kindergarten teachers as lacking prerequisite skills. It is of critical importance that these students, whose reading skills are low in comparison to their peers, be accurately identified through universal screenings and be provided with intervention. Most universal screening models suggest the use of curriculum-based measurement (CBM). In the current study, 77 third grade students were administered four CBM reading probes, a maze, a group-administered standardized achievement test, and reading subtests of the Woodcock-Johnson-III. Analyses were conducted to evaluate whether it is necessary to administer three rather than only one CBM reading probe, the contribution of administering a maze in addition to CBM, and the predictive validity of CBM versus a group-administered standardized achievement test.

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