Progress Monitoring of Reading Comprehension: Comparing Content-Specific and Maze Curriculum-Based Measurement

Marissa J. Filderman, Lucy Barnard-Brak, Alicia A. Stewart, Allie Cramer, Department of Special Education, The University of Alabama, Department of Reading and Elementary Education, University of North Carolina at Charlotte, Department of Curriculum and Instruction, The University of Alabama in Huntsville

Journal of Psychoeducational Assessment

Published online on July 09, 2026

Abstract

Journal of Psychoeducational Assessment, Ahead of Print.
A substantial body of research supports the use of data-based decision making (DBDM) to support student reading progress, particularly in the areas of foundational skills such as word reading and oral reading fluency; less is known about DBDM in the ...