Recent research has reported the word‐level, code‐related focus of curriculum‐based measures (CBM) of reading comprehension such as Maze (Muijselaar et al., 2017) with typically developing readers, but research has yet to examine whether this finding also applies to children at‐risk for dyslexia. We administered a collection of cognitive, linguistic, CBM, and norm‐referenced measures to children whose word reading and decoding fluency fell below the 25th percentile and were, therefore, considered at‐risk readers. We found that language comprehension contributed additional variance beyond decoding (fluency and accuracy measures) to reading comprehension as assessed by the WIAT‐III, but that decoding explained the most variance in children's performance on the CBM Maze task (vis à vis the simple view of reading). The findings have practical implications to the use of CBM Maze as a formative assessment with children at‐risk for dyslexia and elucidate the need for additional or alternative assessments to capture the reading comprehension construct.

中文翻译：

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CBM迷宫是否评估8-9岁有阅读障碍风险的孩子的阅读理解能力？

最近的研究报告了与阅读能力有关的基于单词的，与课程相关的基于代码的课程理解方法（CBM），例如Maze（Muijselaar et al。，2017）。适用于有诵读困难风险的儿童。我们为单词阅读和解码流利度低于25％的儿童提供了一系列认知，语言，CBM和规范参考的措施，因此被认为是有风险的读者。我们发现，语言理解对WIAT-III评估的阅读理解产生了超出解码（流畅度和准确性的度量）的额外差异，但是解码解释了儿童在CBM迷宫任务中的表现最大的差异（相对于简单的观点读）。