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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