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Screening for Reading Problems in Middle School: Maze and STAR Reading Assessment


This study examined the relationship between the curriculum-based measurement Maze task and the Standardized Test for the Assessment of Reading (STAR-R) and California Standards Test (CST) scores. Participants included 1,479 sixth, seventh, and eighth grade students across three public middle schools in an urban school district in southern California. The results indicated a significant correlation between Maze scores in the winter and in the spring, but failed to find a significant correlation between fall Maze screening scores and CST standard scores. Similarly, the second inquiry examined the magnitude of the relationship between STAR-R scores and the scores on the CST. This analysis revealed that STAR-R standard scores are significantly correlated to CST standard scores at all three screening points. Additional analysis showed significant differences in the above relationships between grade levels with a general trend of increased correlation values from Grade 6 to Grade 8 for the majority of screening points. Lastly, a diagnostic accuracy analysis and a receiver operating characteristic curve analysis revealed low to moderate levels of reliability and sensitivity for both measures in predicting CST scaled score classification.

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