Abstract
This study aims to present validity evidence for the Reading Screening Test (TRL-Teste de Rastreio de Leitura) that assesses word and pseudoword reading. Participants were 94 Portuguese first graders (49 girls and 45 boys), assessed with the TRL and criterion measures – ALEPE subscales to assess words, pseudowords reading and Rapid Automatized Naming. Results from confirmatory factor analyses indicated that a two-factor measurement model yielded a good fit to the data. Favorable estimates of internal consistency reliability were obtained. Correlation coefficient results suggested that the measure was positively and statistically associated with another measure of reading assessment. These results revealed adequate evidence based on internal structure and evidence based on the relationship to other variables for the assessment of word reading accuracy among Portuguese first graders.
Highlights
Difficulties in reading have been observed in students with learning disabilities (Benner et al, 2010)
This study aimed at analyzing the psychometric properties of the Reading Screening Test with Portuguese speaking first graders
Chi-square values were statistically significant for both models (p < 0.001)
Summary
Difficulties in reading have been observed in students with learning disabilities (Benner et al, 2010). Some other students show difficulties in reading with no diagnosis of learning difficulties right at the beginning of schooling as well (Poulsen et al, 2017). It is important to identify and to intervene in reading acquisition difficulties as early as possible, for which diagnostic and intervention tools are necessary (Poulsen et al, 2017). When referring to reading acquisition, early assessment is a necessary condition for early detection of difficulties with a consequent decision on intervention (Lyytinen, 2008; Hall and Burns, 2018). If the difficulties are not the target of early intervention, the child will be exposed to consecutive experiences of failure, leading to decreased motivation to learn, increasing the likelihood for retentions or school dropouts that will negatively mark the school path (Lyytinen, 2008; Lyytinen and Erskine, 2016)
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