Phonological Awareness Assessment Test (PACOF) for Pre-school Children: Evidence of Validity and Reliability / El test de evaluación de la conciencia fonológica (PACOF) para niños de preescolar: pruebas de validez y fiabilidad

Phonological awareness problems have been identified as predictors of learning difficulties with reading and writing in alphabetic languages. The objective of this study is to present an analysis of the psychometric properties of the Phonological Awareness Assessment Test (PACOF), a computer-based test for assessing syllable, phoneme, and intra-syllable awareness in pre-schoolers. Two studies were conducted to collect: (1) evidence of concurrent validity and reliability (N = 30) and (2) evidence of predictive validity (N = 52). Significant correlations between the scores in PACOF and a different test of phonological awareness were found. Regarding reliability, test-retest results indicated a high stability in the scores over time. Concerning predictive validity, the results revealed that scores on the PACOF and on each of its three sub-scales obtained at the end of preschool predict future reading and writing performance. These findings suggest that the test is a reliable and valid measure to assess phonological awareness in pre-schoolers.(AU)

Se ha comprobado que los problemas de conciencia fonológica predicen las dificultades de aprendizaje de la lectura y la escritura en lenguas alfabéticas. El objetivo de este estudio es analizar las propiedades psicométricas del Test de Evaluación de la Conciencia Fonológica (PACOF), una prueba informatizada para evaluar la conciencia silábica, fonética e intrasilábica en niños de preescolar. Se realizaron dos estudios para recoger: (1) pruebas de fiabilidad y validez concurrente (N = 30) y (2) de validez predictiva (N = 52). Se encontró correlación significativa entre las puntuaciones en el PACOF y otra prueba estandarizada de conciencia fonológica. En cuanto a la fiabilidad, los resultados del test-retest destacan una gran estabilidad en las puntuaciones a lo largo del tiempo. Por lo que respecta a la validez predictiva, los resultados revelaron que las puntuaciones en el PACOF y en cada una de sus tres subescalas obtenidas al final de preescolar predicen el futuro rendimiento en lectura y escritura. Estos resultados sugieren que la prueba es una medida fiable y válida para evaluar la conciencia fonológica en niños de preescolar.(AU)

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic.

In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool "I'm still learning," which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students' gender, the number of sessions attended and the interventionist; and (c) to investigate parents' perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students' gender, number of intervention sessions attended or interventionist. Parents' perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.

Assessing oral reading fluency within and across grade levels: Development of equated test forms.

Deficits in oral reading fluency (ORF) impair reading comprehension and tend to persevere throughout schooling. Therefore, the assessment and monitoring of the students' performance in ORF across time should be routinely performed to guide the instruction and intervention. The goal of this work was to develop and validate a test of ORF for Portuguese students from grades 1 to 6 (TAF - Teste de Avaliação da Fluência) that includes specific test forms for each grade level with equated scores that allow comparison across multiple assessment points. In study 1 (N = 1166), the chained equipercentile equating method was performed to equate the test forms' scores horizontally and vertically. The tests of differences performed using the equated scores indicated that they were similar within the same grade level but increased significantly across grade levels. In study 2 (N = 549), reliability and validity evidence for the test forms was collected. Test-retest correlations were higher than .90, suggesting a high stability of the scores. Significant correlations between the TAF scores and the ones obtained in other reading tests, teachers' judgments, and school outcomes, were obtained, thus providing evidence of validity for the developed test forms. This instrument allows not only interindividual comparisons but also the assessment of intra-individual changes in ORF across time or as a result of intervention programs, while avoiding learning effects that arise when the same measure is administered multiple times.

Parental Reports of Preschoolers' Lexical and Syntactic Development: Validation of the CDI-III for European Portuguese.

This study presents the validation analysis of the European Portuguese version of the MacArthur-Bates Communicative Development Inventory III (CDI-III-PT). The CDI-III-PT is a parental report measure allowing researchers to assess expressive vocabulary and the syntactic abilities of children aged 2;6-4;0. In this study, we present a version comprising a lexical subscale which follows the Swedish adaptation and an original syntactic subscale allowing us to include language-specific structures. The reports of 739 children were collected; in addition, a standardized measure of language was also administered to a sub-sample of these children and the reports of preschool teachers were collected for another sub-sample. The results indicate a high internal consistency of the lexical and syntactic subscales. As for sociodemographic variables often found to be predictors of language development, as measured by this type of instrument, the results indicate that age and maternal education are significant predictors of the scores, and that first-born children attain higher scores in vocabulary than later born children, but no significant gender differences were found. The scores of the CDI-III-PT are positively correlated with the ones obtained in the standardized language measure, thus supporting their validity. A high agreement between the reports of parents and teachers was also found. These findings indicate that the CDI-III-PT has adequate psychometric properties and that it can be a useful tool for research and clinical practice. The age-based norms that are now provided can be used to evaluate whether a child is performing poorly compared to their peers.

Developing and Validating Tests of Reading and Listening Comprehension for Fifth and Sixth Grade Students in Portugal.

An efficient assessment of reading and linguistic abilities in school children requires reliable and valid measures. Moreover, measures which include specific test forms for different academic grade levels, that are vertically equated, allow the direct comparison of results across multiple time points and avoid floor and ceiling effects. Two studies were conducted to achieve these goals. The purpose of the first study was to develop tests of reading and listening comprehension in European Portuguese, with vertically scaled test forms for students in the fifth and sixth grades, using Rasch model analyses. The purpose of the second study was to collect evidence for the validity of these tests based on the relationships of test scores with other variables. The samples included 454 and 179 students for the first and second study, respectively. The data from both studies provided evidence for good psychometric characteristics for the test forms: unidimensionality and local independence, as well as adequate reliability and evidence of validity. The developed test forms are an important contribution in the Portuguese educational context as they allow for the assessment of students' performance in these skills across multiple time points and can be used both in research and practice.

Mudanças na produção de histórias escritas de escolares em fase de alfabetização a partir de apoio metatextual / Changes in the written stories production of students on the basic literacy by means of a metatextual support / Cambios en la producción de historias escritas de estudiantes en fase de alfabetización a partir del apoyo metatextual

Objetivo: verificar a evolução da produção de histórias escritas de escolares ao longo de um programa metatextual. Método: o programa foi aplicado nas escolas dos participantes, utilizando-se um delineamento quase-experimental com duas condições de intervenção: na primeira eram utilizadas instruções explícitas, tendo o professor como mediador e, na segunda, o sujeito se apoiava em uma estratégia de autorregulação. A base para a intervenção consistiu no uso da leitura de imagens em sequência para formar uma história, inicialmente oral e, em seguida, escrita. A análise de dados foi baseada na classificação das histórias escritas e foram aplicados os testes de ANOVA e Pairwise Comparisons de Bonferroni. Resultados: indicaram diferenças significativas nas produções com e sem apoio tutorial. Conclusão: o programa utilizado tratou de uma tecnologia educacional eficaz para melhorar e/ou aperfeiçoar a produção de textos narrativos em sala de aula.

Objective: to assess the evolution of the written production of students, over the application of a metatextual program. Method: the program was implemented in the participants' schools, using a quasi-experimental design, with two intervention conditions: in the first condition, we used explicit instructions and the teacher was the mediator. And in the second one, the student used a self-regulatory strategy, without the mediator. The basis for the intervention was reading the pictures in sequence to form a story, which was told orally at first, and then in written way. Data analysis was based on the classification of written stories and statistical tests: ANOVA and Bonferroni's Pairwise Comparisons. Results: the results indicated significant differences in productions with and without tutorial support. Conclusion: the program is an effective teaching tool to improve and/or enhance the production of narrative texts in the classroom.

Objetivo: verificar la evolución de la producción escrita de estudiantes durante un programa metatextual. Metodología: el programa fue aplicado en las escuelas de los participantes, utilizando un diseño observacional con dos condiciones de intervención: en la primera, fueron utilizados instrucciones explícitas con el profesor como mediador, y en la segunda, el tema se basó en una estrategia de autorregulación sin la mediación del profesor. La base de la intervención fue el uso de lectura secuencial de imágenes para formar una historia, inicialmente oral y luego, escrita. El análisis de los datos se basó en la clasificación de las historias escritas y en los testes ANOVA e Pairwise Comparisons de Bonferroni. Resultados: indicaron diferencias significativas en producciones con y sin apoyo del tutor. Conclusión: El programa utilizado es un recurso didáctico eficaz para mejorar y/o perfeccionar la producción de textos narrativos en la clase.

Climate Scale for Creativity in the Classroom: Evidence of Factorial Validity in the Portuguese Context / Escala Clima para Criatividade em Sala de Aula: Evidência de Validade Fatorial no Contexto Português / Escala Clima para la Creatividad en la Classe: Evidencia de Validez Factorial en el Contexto Português

Abstract Creative abilities are a requirement for the present and can be intentionally promoted from the beginning of the life course. The school environment appears as privileged in this promotion, being the facilitation of a creative climate in the classroom one of the ways to operationalize it. This climate can be investigated from the perspective of the students. The purpose of this study was to adapt, for the Portuguese context, the Classroom Climate for Creativity Scale, designed in Brazil. Four hundred and thirty-six students from 3rd and 4th grade participated in the study (Mean age=9 years old). The results indicate an instrument with 22 items, to be answered on a 5-point Likert scale, which evaluates four factors (Teacher Support for Expression of Student Ideas, Student Self-perception of Creativity, Student Interest in Learning, Student Autonomy). The alpha reliability coefficients varied from .52 to .80. It may be useful in investigations on the perception of Portuguese students about creative teaching practices and on the self-evaluation of creativity, as well as for diagnosing the climate for creativity in the classroom.

Resumo Habilidades criativas são um requisito para a atualidade e podem ser intencionalmente promovidas desde o início do percurso de vida. O ambiente escolar surge como privilegiado nessa promoção, sendo a facilitação de um clima criativo em sala de aula uma das formas de operacionalizá-la. Esse clima pode ser investigado sob a ótica dos alunos. O objetivo deste estudo foi adaptar, para o contexto português, a Escala sobre o Clima para a Criatividade em Sala de Aula, desenvolvida no Brasil. Participaram da pesquisa 436 alunos dos 3º e 4º anos de escolaridade (idade média=9 anos). Os resultados mostram um instrumento com 22 itens, a serem respondidos em uma escala Likert de 5 pontos, a qual avalia quatro fatores (Suporte do Professor à Expressão de Ideias do Aluno, Autopercepção do Aluno com Relação à Criatividade, Interesse do Aluno pela Aprendizagem, Autonomia do Aluno). Os coeficientes alfa de fidedignidade variaram de 0,52 a 0,80. Ela pode ser útil em pesquisas sobre a percepção de alunos portugueses sobre práticas incentivadoras à criatividade por parte dos docentes e sobre a autoavaliação de criatividade, bem como para fins de diagnóstico do clima para criatividade em sala de aula.

Resumen Las habilidades creativas son un requisito para la actualidad y pueden promoverse intencionalmente desde el inicio del recorrido de la vida. El ambiente escolar surge como privilegiado en esta promoción, siendo la facilitación de un clima creativo en el aula una de las formas de operacionalizarla. Este clima puede ser investigado bajo la óptica de los alumnos. El objetivo de este estudio fue adaptar al contexto portugués, el clima escala para la creatividad en el aula, desarrollado en Brasil. Participaron de la encuesta 436 alumnos de los 3º y 4º años de escolaridade (edade media=9 años). Los resultados muestran un instrumento con 22 ítems, a ser respondidos en una escala likert de 5 puntos, que evalúa cuatro factores (Apoyo a la Expresión de Ideas del Alumno, Autopercepción de creatividad, Interés del Alumno por el Aprendizaje, Autonomía del Alumno). Los coeficientes alfa de fidedignidade variaram de 0.52 a 0.80. Puede ser útil en la investigación sobre la percepción de los estudiantes portugueses sobre las prácticas de enseñanza que fomentan la creatividad y la autoevaluación de la creatividad, así como para fines de diagnóstico del clima para la creatividad en el aula.

The development of vocabulary and grammar: a longitudinal study of European Portuguese-speaking toddlers.

The goals of this study were to analyze the growth and stability of vocabulary, mean length of the three longest utterances (MLLUw), and sentence complexity in European Portuguese-speaking children aged 1;4-2;6, to explore differences in growth as a function of personal and family-related variables, and to investigate the inter-relationships among the three language dimensions. Fifty-one European Portuguese-speaking toddlers were longitudinally assessed at 1;4, 1;9, 2;1, and 2;6, through parent reports. Exponential growth models best described acquisition patterns during this period, but the vocabulary growth accelerated across the full age-range, whereas the growth of grammar dimensions accelerated mainly after 1;9. High variability was observed in the scores, but the toddlers' relative positions were mostly stable over time. Gender approached significance as a predictor of vocabulary growth. Maternal educational level did not predict the growth of any of the three language dimensions. Both vocabulary and MLLUw predicted sentence complexity.

Efeitos de Intervenções em Letramento Emergente: Uma Revisão Bibliográfica na Base ScIELO / Effects of Emergent Literacy Interventions: A Literature Review in the SciELO Database

Resumo Na perspectiva do letramento emergente, a alfabetização é influenciada pelas seguintes competências: processamento fonológico, conhecimentos sobre a escrita e linguagem oral. Esta pesquisa teve como objetivo realizar um levantamento sistemático, na base de dados SciELO, de estudos que analisaram o efeito de programas visando ao desenvolvimento de habilidades de letramento emergente em pré-escolares nos últimos dez anos. Dos 15 estudos identificados, oito foram intervenções focadas no desenvolvimento da consciência fonológica, quatro tiveram foco na linguagem oral, baseando-se na leitura compartilhada e três abordaram ambos os tipos de habilidades. Apesar da diversidade, apenas um estudo não obteve efeitos positivos significativos. Os resultados sugerem maior eficácia de programas abordando tanto habilidades linguísticas, quanto metalinguísticas. Questões metodológicas e implicações educacionais são discutidas.

Abstract In the early literacy approach, learning to read is affected by phonological processing, print awareness and oral language skills. This study aimed to conduct a search in the SciELO database for research that analyzed the effect of programs seeking to develop early literacy skills in kindergartners in the past ten years. Fifteen studies were identified: eight were interventions focused on phonological awareness development, four were focused on oral language based on shared reading and three were focused on both sets of skills. Despite the diversity, only one study did not show significant effects. The results suggest that programs that integrate both linguistic and metalinguistic skills are more effective. Methodological questions and educational implications of the studies are also discussed.

Communicative development of Portuguese infants aged between 8 and 15 months / Desarrollo comunicativo de los niños portugueses con edades comprendidas entre los 8 y los 15 meses

The main aim of this study was to investigate the development of gesture and language acquisition in European Portuguese infants. These were assessed using the European Portuguese MacArthur-Bates Communicative Development Inventory: words and gestures. The parents’ reports of gestures and lexical competence of 1314 children, aged between 8 and 15 months, were collected. As expected, the results indicated that word comprehension, word production, and the use of gestures increased with age. A main gender effect was found for total gestures, with girls obtaining higher scores than boys, but the effect size was small. No differences were found between girls and boys for word comprehension, word production, and phrases understood. All lexical and gesture measurements were positively correlated, even after controlling for age and gender effects. These findings are discussed in terms of their consistency with those obtained for other languages (AU)

El objetivo principal de este estudio fue investigar el desarrollo de gestos y la adquisición del lenguaje en niños hablantes de portugués europeo. Los gestos y los conocimientos lingüísticos de los niños se evaluaron utilizando la versión en Portugués Europeo del Inventario de Desarrollo Comunicativo MacArthur-Bates: palabras y gestos. Se recogieron los informes paternos de los gestos y competencia léxica de 1,314 niños, con edades comprendidas entre los 8 y los 15 meses. Como era esperable, los resultados indican que la comprensión de palabras, la producción de palabras y el uso de gestos aumentan con la edad. Se encontró también un efecto principal del género para el total de gestos, obteniendo las niñas puntuaciones más altas que los niños, pero el tamaño del efecto es pequeño. No se encontraron diferencias entre niños y niñas para la comprensión y producción de palabras y para frases entendidas. Todas las medidas de léxico y gestos están correlacionadas positivamente, incluso después de controlar los efectos de la edad y del género. Estos resultados se discuten en términos de su consistencia con los obtenidos para otros idiomas (AU)

The interrelatedness between infants' communicative gestures and lexicon size: A longitudinal study.

Research has shown a close relationship between gestures and language development. In this study, we investigate the cross-lagged relationships between different types of gestures and two lexicon dimensions: number of words produced and comprehended. Information about gestures and lexical development was collected from 48 typically developing infants when these were aged 0;9, 1;0 and 1;3. The European Portuguese version of the MacArthur-Bates Communicative Development Inventory: Words and Gestures (PT CDI:WG) was used. The results indicated that the total number of actions and gestures and the number of early gestures produced at 0;9 and at 1;0 year predicted the number of words comprehended three months later. Actions and gestures' predictive power of the number of words produced was limited to the 0;9-1;0 year interval. The opposite relationship was not found: word comprehension and production did not predict action and gestures three months later. These results highlight the importance of non-verbal communicative behavior in language development.

An application of the Rasch model to reading comprehension measurement

An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students' performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed. (AU)

Development of Listening Comprehension Tests with Narrative and Expository Texts for Portuguese Students.

This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field.

Listening Comprehension Assessment: Validity Studies of Two Vertically Scaled Tests for Portuguese Students / Evaluación de la Comprensión del Lenguaje Oral: Estudios de Validez de Dos Tests con Escalamiento Común para Alumnos Portugueses

This study aims to gather construct- and criterion-related validity evidence for the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e), each composed of a vertically scaled form for Portuguese students from the first to fourth grades of primary school. A sample of 1342 students and a sample of 1168 students participated in the study of the TLC-n and TLC-e forms' dimensionality, respectively. Two hundred and eighty students participated in the criterion-related validity study of the tests. Confirmatory factorial analyses were performed for the study of the test forms' dimensionality. To collect criterion-related validity evidence, Pearson correlations with measures oflistening and reading related skills were calculated. Results provide evidence of an acceptable fit for the one-factor solution, for all forms, and statistically significant correlations between the test forms and the external criteria measures. There is evidence for the validity of the test forms.

Los objetivos de este trabajo fueron recoger evidencia de validez de constructo y de criterio para dos tests, el Test of Listening Comprehension of Narrative Texts (TLC-n) y el Test of listening Comprehension of Expository Texts (TLC-e), con cuatro versiones escaladas verticalmente para evaluar la comprensión oral de los alumnos portugueses de enseñanza primaria. Una muestra de 1342 alumnos y una muestra de 1168 alumnos participaron en el estudio de la dimensionalidad del TLC-n y TLC-e. Participaron 260 alumnos en el estudio de validez de criterio de los tests. La dimensionalidad de los tests se examinó mediante un procedimiento de análisis factorial confirmatorio. Para recoger datos sobre evidencia de validez de criterio, se calcularon las correlaciones de Pearson con otras pruebas de comprensión oral y de lectura. Los resultados revelaron que el modelo de un factor se ajusta a los datos. Se obtuvieron coeficientes de correlación estadísticamente significativos entre el TLC-n y TLC-e y los otros tests. Los resultados apoyan la validez de las versiones de los tests.

Development of listening comprehension tests with narrative and expository texts for Portuguese students

This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field (AU)

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Calibration of a reading comprehension test for Portuguese students / Calibración de un test de comprensión lectora para alumnos Portugueses

Reading comprehension assessments are important for determining which students are performing below the expected levels for their grade's normative group. However, instruments measuring this competency should also be able to assess students' gains in reading comprehension as they move from one grade to the next. In this paper, we present the construction and calibration process of three vertically scaled test forms of an original reading comprehension test to assess second, third and fourth grade students. A sample of 843 students was used. Rasch model analyses were employed during the following three phases of this study: (a) analysis of the items’ pool, (b) item selection for the test forms, and (c) test forms’ calibration. Results suggest that a one dimension structure underlies the data. Mean-square residuals (infit and outfit) indicated that the data fitted the model. Thirty items were assigned to each test form, by selecting the most adequate items for each grade in terms of difficulty. The reliability coefficients for each test form were high. Limitations and potentialities of the developed test forms are discussed

Las evaluaciones de la comprensión lectora son importantes para identificar a los estudiantes que tienen un desempeño inferior a lo esperado para su grupo normativo. Sin embargo, los tests para evaluar la comprensión lectora deben también permitir la medición de su mejora a lo largo de la escolaridad. En este artículo, se presenta el proceso de construcción y calibración en la misma métrica de tres versiones de un test de comprensión lectora con dificultad creciente, construidas para evaluar a alumnos portugueses del segundo, tercero y cuarto curso de primaria. Se utilizó una muestra de 843 estudiantes. Se utilizó el modelo de Rasch para analizar los datos en las tres fases del estudio: (a) análisis inicial de la muestra de ítems, (b) selección de los ítems para las versiones de test, y (c) calibración de las versiones de test. Los resultados sugieren la unidimensionalidad de los datos. Las medias de los residuos (infit y outfit) muestran que los datos se ajustan al modelo. A cada versión se asignaron 30 ítems con niveles de dificultad adecuados a cada curso. Se obtuvieron altos coeficientes de fiabilidad para cada versión. Para concluir se discuten las limitaciones y potencialidades de las versiones del test

Validity of a reading comprehension test for Portuguese students.

BACKGROUND: The purpose of this work was to collect construct and criterion-related evidence of validity for a reading comprehension test (TCL - Teste de Compreensão da Leitura) with three vertically scaled forms, designed to assess students from second, third and fourth grade. METHOD: Two studies were conducted. In the first (n = 1,229), a confirmatory factor analysis was performed to analyse the test dimensionality. In the second (n= 402), concurrent and predictive evidence of validity was analysed using correlations between TCL, other reading tests and academic achievement. RESULTS: Confirmatory factor analysis results supported a one-factor structure. Correlation coefficients with other reading tests were low to moderate and statistically significant. The TCL forms were shown to be good predictors of students' reading comprehension as assessed by teachers and of the National Exams of Portuguese Language results. CONCLUSIONS: Present results provide empirical evidence for the validity of the TCL forms.

Propriedades psicométricas da prova de reconhecimento de palavras / Psychometric properties of the word recognition test

Este estudo tem por objetivo apresentar dados relativos à fidelidade e validade da Prova de Reconhecimento de Palavras (PRP), destinada a alunos dos 4 primeiros anos de escolaridade. A prova é constituída por 40 palavras regulares de 2 e 3 sílabas. Realizaram-se dois estudos. Um primeiro, com 328 alunos, e um segundo com 3.131. Os coeficientes de consistência interna foram elevados nos 4 anos (variando entre 0,96 e 0,98). A diferença na média de desempenho entre anos foi estatisticamente significativa, com valores moderados de magnitude do efeito. Não se encontraram diferenças estatisticamente significativas entre sexos. As correlações com critérios externos foram positivas e estatisticamente significativas. Os dados da AFC são ambíguos, apontando para a necessidade de realização novos estudos...

This study's purpose is to present data regarding the reliability and validity of the Word Recognition Test (WRT) for students of the first 4 years of schooling. The test consists of 40 regular words of 2 and 3 syllables. Two studies were performed. The first included 328 students, and the second one 3,131 students. The coefficients of internal consistency were high in the whole 4 years (ranging between .96 and .98). The difference on performance average was statistically significant between years, with moderate magnitude effect. No statistically significant differences were found between sexes. Correlations with external criteria were positive and statistically significant. Results of the Confirmatory Factor Analysis (CFA) are not conclusive, pointing to the need of further studies...

Propriedades psicométricas da prova de reconhecimento de palavras / Psychometric properties of the word recognition test

Este estudo tem por objetivo apresentar dados relativos à fidelidade e validade da Prova de Reconhecimento de Palavras (PRP), destinada a alunos dos 4 primeiros anos de escolaridade. A prova é constituída por 40 palavras regulares de 2 e 3 sílabas. Realizaram-se dois estudos. Um primeiro, com 328 alunos, e um segundo com 3.131. Os coeficientes de consistência interna foram elevados nos 4 anos (variando entre 0,96 e 0,98). A diferença na média de desempenho entre anos foi estatisticamente significativa, com valores moderados de magnitude do efeito. Não se encontraram diferenças estatisticamente significativas entre sexos. As correlações com critérios externos foram positivas e estatisticamente significativas. Os dados da AFC são ambíguos, apontando para a necessidade de realização novos estudos.(AU)

This study's purpose is to present data regarding the reliability and validity of the Word Recognition Test (WRT) for students of the first 4 years of schooling. The test consists of 40 regular words of 2 and 3 syllables. Two studies were performed. The first included 328 students, and the second one 3,131 students. The coefficients of internal consistency were high in the whole 4 years (ranging between .96 and .98). The difference on performance average was statistically significant between years, with moderate magnitude effect. No statistically significant differences were found between sexes. Correlations with external criteria were positive and statistically significant. Results of the Confirmatory Factor Analysis (CFA) are not conclusive, pointing to the need of further studies.(AU)