Burns, M. K., Taylor, C. N., Warmbold-Brann, K. L., Preast, J. L., Hosp, J. L., & Ford, J. W. (2017). Empirical Synthesis of the Effect of Standard Error of Measurement on Decisions Made within Brief Experimental Analyses of Reading Fluency. Psychology in the Schools, 54, 640-654.
https://doi.org/10.1002/pits.22022

has been cited by the following article:

• TITLE: Curriculum Based Measurement Maze: A Review

  AUTHORS: Sotiria Tzivinikou, Athanasios Tsolis, Dimitra Kagkara, Sevasti Theodosiou

  KEYWORDS: Curriculum Based Measurement, Reading Assessment, Reading Achievement, Maze, Technology, Universal Screening, Progress Monitoring, Measuring Growth

  JOURNAL NAME: Psychology, Vol.11 No.10, October 30, 2020

  ABSTRACT: The maze is a type of assessment tool for reading in the context of Curriculum-Based Measurement (CBM). Over the last three decades, the maze, with the contribution of technology, is evolving into an assessment tool that can be automatically administered and scored. The objective of this study was to review the literature research on the maze. Sixty-three studies and other sources have been reviewed, and it was found that it is a technically adequate measurement for universal screening and monitoring progress and has a high correlation with reading achievement tests. Additionally, the maze seems to be a time-efficient and sensitive tool, included in most CBM tests. However, some significant issues emerging from the review need further investigation. These issues are related to the reading maze measures, its instructional utility as a progress-monitoring tool, and the determination of the maze’s distractors.