The Maze as a Classroom-Based Reading Measure: Construction Methods, Reliability, and Validity

Twenty years of research on the Maze is reviewed to help ascertain the potential usefulness of this classroom-based reading measure for students with learning disabilities. Alternative methods of construction, administration, and scoring are examined. We examined evidence for three types of reliabil...

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Bibliographic Details
Published in:The Journal of special education 1992-07, Vol.26 (2), p.195-218
Main Authors: Parker, Richard, Hasbrouck, Jan E., Tindal, Gerald
Format: Article
Language:English
Subjects:
Cloze Procedure
Construct Validity
Elementary Secondary Education
Learning Disabilities
Maze Reading Test
Oral Reading
Reading Skills
Reading Tests
Test Reliability
Test Reviews
Test Validity
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Summary:Twenty years of research on the Maze is reviewed to help ascertain the potential usefulness of this classroom-based reading measure for students with learning disabilities. Alternative methods of construction, administration, and scoring are examined. We examined evidence for three types of reliability: test-retest, alternate forms, and internal consistency. In addition, we scrutinized the use of Maze scores for instructional-level text placement. Finally, we summarized evidence on three types of validity criteria: standardized tests, teacher judgment, and reading group placement. The extant research on various Maze formats is supportive; however, the most common version of the Maze (Guthrie, 1973) needs to be revised to obtain minimum construct validity. Additional research is urgently needed on the Maze's alternate forms reliability and its usefulness in making instructional decisions.
ISSN:0022-4669
1538-4764
DOI:10.1177/002246699202600205