Reading assessment methods for middle‐school students: An investigation of reading comprehension rate and Maze accurate response rate

Abstract

AbstractThis study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock–Johnson III Tests of Achievement (WJ‐III ACH) Broad Reading Cluster Score and words correct per minute (WCPM). Pearson Product Correlations and linear regression were used to investigate possible relationships between Maze comprehension level (accuracy), comprehension question level (accuracy), MARR, RCR, WCPM, and the Broad Reading Cluster Score of the WJ‐III ACH. Participants were sixth‐, seventh‐, and eighth‐grade students from a middle school located in the Southeastern United States. Significant correlations were found between each of the reading comprehension assessment variables (WCPM, MARR, RCR, Maze comprehension level, and comprehension question level) and the WJ‐III ACH Broad Reading Cluster Score. MARR and RCR represented the strongest correlations when compared to the other variables. Results from a linear regression analysis indicated that RCR was the best predictor of the criterion variable (WJ‐III). Implications for future research and applied practice are discussed. © 2010 Wiley Periodicals, Inc.