. Author manuscript; available in PMC: 2012 Nov 1.

Published in final edited form as: Assess Eff Interv. 2011 Jul 13;37(3):131–146. doi: 10.1177/1534508411413913

Table 4.

Maze Weighted Reliability and Validity Coefficients by Grade and Passage Protocol Group

Measure	Grade 6								Grade 7								Grade 8
Measure	Familiar				Novel				Familiar				Novel				Familiar				Novel

	Test–Retest Reliability Coefficients
	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4
AIMS W2	.86				.70				.86				.78				.87				.68
AIMS W3	.83	.86			.74	.77			.87	.88			.64	.79			.88	.90			.68	.75
AIMS W4	.80	.85	.87		.70	.79	.74		.81	.84	.91		.73	.76	.79		.87	.89	.91		.71	.76	.77
AIMS W5	.82	.86	.86	.87	.69	.77	.79	.76	.82	.86	.91	.89	.69	.70	.68	.78	.84	.84	.85	.88	.71	.76	.73	.78

	Concurrent Validity Coefficients
	W1	W5			W1	W5			W1	W5			W1	W5			W1	W5			W1	W5

TOWRE	.57	.61			.56	.63			.58	.55			.48	.53			.45	.54			.51	.62
WJPC	.69	.68			.56	.63			.53	.62			.54	.61			.61	.68			.60	.69
GRADE	.56	.62			.52	.63			.56	.66			.50	.60			.61	.70			.59	.63

	Predictive Validity Coefficients
	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4	W1	W2	W3	W4

TOWRE	.60	.64	.63	.64	.57	.61	.62	.58	.53	.57	.57	.49	.50	.59	.63	.60	.55	.53	.54	.56	.54	.58	.62	.58
WJPC	.65	.68	.67	.67	.61	.61	.61	.65	.54	.58	.60	.60	.54	.63	.62	.65	.63	.65	.66	.67	.64	.70	.68	.73
GRADE	.63	.69	.63	.64	.60	.64	.62	.65	.59	.65	.66	.65	.60	.56	.59	.65	.62	.62	.65	.68	.51	.61	.60	.63

Note. TOWRE = Test of Word Reading Efficiency (Torgesen, Wagner, & Raschote, 1999); WJPC = Woodcock-Johnson III Passage Comprehension (Woodcock, McGrew, & Mather, 2001); GRADE = Group Reading Assessment and Diagnostic Evaluation Passage Comprehension (Williams, 2002); AIMS = AIMSweb Maze CBM Reading Comprehension (AIMS, Shinn & Shinn, 2002). W1–W5 = Wave 1 to Wave 5. Test–retest reliabilities are correlations among AIMS administered at different waves. Concurrent validities are correlations between AIMS and specified reading measures within wave. Predictive validities are correlations between AIMS at Waves 1 to 4 and other reading measures at Wave 5. Correlations are weighted based on population proportions of Typical and Struggling students. Bolded correlations are significantly different (p < .05) between Familiar and Novel groups within grade.