迷宫闯一闯

Mike和Billy在公园玩耍的时候走散了。Mike牵着小狗去找Billy,请你帮他找到正确的路线,因为Billy还在公园的另一头焦急地等着呢。Mike在路上还捡回了Billy散落的一些物品。     

迷宫闯一闯

飞行员Michael开着飞机,准备穿越云层,到达机场。你能帮他找出安全着陆的路线吗？注意要避开小鸟哦！     

迷宫闯一闯

海盗找到了宝藏并准备回到海盗船上。路上他要绕过各种鱼类、螃蟹、章鱼等。请你帮他找出一条既短又安全的路线吧。     

迷宫闯一闯

Lily和Tom组成了一个校园乐队,Lily是主唱,Tom是吉他手。请你帮Lily走出错综复杂的迷宫,来到搭档Tom的身边。他们要进行排练,准备参加学校的大型演出呢。     

THE UTILITY OF MAZE ACCURATE RESPONSE RATE IN ASSESSING READING COMPREHENSION IN UPPER ELEMENTARY AND MIDDLE SCHOOL STUDENTS

This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock–Johnson III (WJ III) Tests of Achievement served as the criterion variable. Examiners administered all reading measures to 98 students enrolled in upper elementary (UES) and middle school (MS) grades (grades 4 through 8). Results indicated significant intercorrelations within all predictor variables for the combined and UES samples; fewer intercorrelations existed at the MS level. MARR exhibited the highest correlation with WJ III Broad Reading across all correlational analyses. Additional regression analyses indicated that the MARR technique best predicted WJ III Broad Reading cluster scores across all groups analyzed. Limitations of the current study and suggestions for future research are discussed.     

CLASSIFICATION ACCURACY OF ORAL READING FLUENCY AND MAZE IN PREDICTING PERFORMANCE ON LARGE‐SCALE READING ASSESSMENTS

The purpose of this study was to examine whether using a multiple‐measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle‐school students on a large‐scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district. The multiple‐measure framework yielded classification accuracy rates that were either similar to, or better than, the individual predictors. Specificity was improved using a combined measure of ORF and maze versus individual predictors alone. Educational implications for identifying students in need of reading intervention are discussed.