The maze is a type of assessment tool for reading in the context of Curriculum-Based
Measurement (CBM). Over the last three decades, the maze, with the contribution
of technology, is evolving into an assessment tool that can be automatically
administered and scored. The objective of this study was to review the
literature research on the maze. Sixty-three studies and other sources have
been reviewed, and it was found that it is a technically adequate measurement
for universal screening and monitoring progress and has a high correlation with
reading achievement tests. Additionally, the maze seems to be a time-efficient
and sensitive tool, included in most CBM tests. However, some significant
issues emerging from the review need further investigation. These issues are
related to the reading maze measures, its instructional utility as a
progress-monitoring tool, and the determination of the maze’s distractors.
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