Patrícia Silva Lúcio

Escala da Avaliação da Competência da Leitura pelo Professor (EACOL): evidências de validade de critério

The Scale of Assessment of Reading Competence of Students by the Professor (EACOL) was created with the goal of providing a quick and inexpensive screening for learning diffi culties of students by teachers. The present study investigates the correlation between the performance of children in reading single words aloud and their evaluation by the teachers in the EACOL. We evaluated 137 children (52% female) attending the 2nd to the 5th year of schooling in the city of Belo Horizonte. In general, the correlations between children’s performance in reading words and EACOL were moderate, and the agreement in performance was better between lower ability classifi cations. The results are promising, but point to the need for adjustments to the items of EACOL in order to improve the agreement in the highest levels of skill.

Construção de uma tarefa de leitura em voz alta de palavras: análise psicométrica dos itens

The study reports the psychometric inquiry of a word reading aloud task. A group of 1st to 4th grade school children read aloud 323 low frequency words that were presented in a computer screen. The item analysis selected 112 potential items that presented satisfactory levels of difficulty, discrimination, item total correlation, and internal consistency. Generally, the selected items were not difficult to the sample. Nevertheless, most items had good levels of discrimination and item total correlation. The internal consistency index attested for the homogeneity of the task and for the construct unidimensionality. Considerations of Embretson (1983) about construct representation research and nomothetic span research are outlined.

Novos estudos psicométricos para o subteste de leiturado teste de desempenho escolar

This study reports the item analysis of the reading subscale of the School Performance Test (Stein, 1994) answered by 341 children from 2nd to 5th grades of Belo Horizonte city. Two sets of items were selected taking as reference different criteria of correction – one presented in the test manual (A1) and another, which considered syllabication and self-correction as incorrect responses. Only 28.6% of the original items presented suitable discrimination indices by the A1 Criterion and 48.6% by the A2. The accuracy for both criteria was high. For each new set of items, intra-group norms were offered. The data indicate that the A2 Criterion produced more promising results than that of A1.This study reports the item analysis of the reading subscale of the School Performance Test (Stein, 1994) answered by 341 children from 2nd to 5th grades of Belo Horizonte city. Two sets of items were selected taking as reference different criteria of correction – one presented in the test manual (A1) and another, which considered syllabication and self-correction as incorrect responses. Only 28.6% of the original items presented suitable discrimination indices by the A1 Criterion and 48.6% by the A2. The accuracy for both criteria was high. For each new set of items, intra-group norms were offered. The data indicate that the A2 Criterion produced more promising results than that of A1.

New psychometric studies for the reading subtest of the test of school performance

This study reports the item analysis of the reading subscale of the School Performance Test (Stein, 1994) answered by 341 children from 2nd to 5th grades of Belo Horizonte city. Two sets of items were selected taking as reference different criteria of correction – one presented in the test manual (A1) and another, which considered syllabication and self-correction as incorrect responses. Only 28.6% of the original items presented suitable discrimination indices by the A1 Criterion and 48.6% by the A2. The accuracy for both criteria was high. For each new set of items, intra-group norms were offered. The data indicate that the A2 Criterion produced more promising results than that of A1.This study reports the item analysis of the reading subscale of the School Performance Test (Stein, 1994) answered by 341 children from 2nd to 5th grades of Belo Horizonte city. Two sets of items were selected taking as reference different criteria of correction – one presented in the test manual (A1) and another, which considered syllabication and self-correction as incorrect responses. Only 28.6% of the original items presented suitable discrimination indices by the A1 Criterion and 48.6% by the A2. The accuracy for both criteria was high. For each new set of items, intra-group norms were offered. The data indicate that the A2 Criterion produced more promising results than that of A1.

Considerações Sobre a Habilidade de Compreensão em Leitura e Formas de sua Avaliação

La comprension lectora es una actividad complexa que involucran mecanismos cognitivos, linguisticos, sociales y emocionales. En las sociedades occidentales, el exito escolar mucho se relaciona a una aprension adecuada del proceso de leer y comprender el texto leido, siendo uno de los requisitos para el aprendizaje. Asi, la comprension de la lectura es tema relevante a aquellos que trabajan con la educacion y con problemas derivados de ella. Este estudio se inserta en ese contexto y objetiva fornecer una exposicion general sobre el estudio de la comprension lectora, particularmente en sus aspectos historicos, conceptuales y clinicos. Primeramente, se hace un breve relato historico de la lectura en Brasil y de algunas cuestiones centrales actuales. Enseguida, se describe la comprension lectora y se procesamiento en el abordaje de la psicologia cognitiva. E tercero, se resena los principales instrumentos internacionales y brasilenos de evaluacion de la comprension en lectura. Finalmente, se discute la urgencia de instrumentos psicometricamente ajustados para el campo de la evaluacion psicoeducativo.The reading comprehension is a complex activity that involves cognitive, linguistic, social and emotional mechanisms. In Western societies, academic achievement much relates to an adequate grasp of the process to read and understand the text read, one of the requirements for learning. Therefore, reading comprehension is relevant subject to those that work with education and with problems arising from it. This work is part of this context and aims to provide a general presentation about the study of reading comprehension, particularly in its historical, conceptual and clinical aspects. First, it is a brief reading of the historical record in Brazil and some current core issues. Then describes the reading comprehension and processing in cognitive psychology approach. Third, the main international instruments and Brazilian assessment of reading comprehension are also reviewed. Finally, we discuss the urgency of psychometrically adjusted instruments to the field of psychoeducational assessment.

Considerations about Understanding ability in reading and Ways of its Assessment

La comprension lectora es una actividad complexa que involucran mecanismos cognitivos, linguisticos, sociales y emocionales. En las sociedades occidentales, el exito escolar mucho se relaciona a una aprension adecuada del proceso de leer y comprender el texto leido, siendo uno de los requisitos para el aprendizaje. Asi, la comprension de la lectura es tema relevante a aquellos que trabajan con la educacion y con problemas derivados de ella. Este estudio se inserta en ese contexto y objetiva fornecer una exposicion general sobre el estudio de la comprension lectora, particularmente en sus aspectos historicos, conceptuales y clinicos. Primeramente, se hace un breve relato historico de la lectura en Brasil y de algunas cuestiones centrales actuales. Enseguida, se describe la comprension lectora y se procesamiento en el abordaje de la psicologia cognitiva. E tercero, se resena los principales instrumentos internacionales y brasilenos de evaluacion de la comprension en lectura. Finalmente, se discute la urgencia de instrumentos psicometricamente ajustados para el campo de la evaluacion psicoeducativo.The reading comprehension is a complex activity that involves cognitive, linguistic, social and emotional mechanisms. In Western societies, academic achievement much relates to an adequate grasp of the process to read and understand the text read, one of the requirements for learning. Therefore, reading comprehension is relevant subject to those that work with education and with problems arising from it. This work is part of this context and aims to provide a general presentation about the study of reading comprehension, particularly in its historical, conceptual and clinical aspects. First, it is a brief reading of the historical record in Brazil and some current core issues. Then describes the reading comprehension and processing in cognitive psychology approach. Third, the main international instruments and Brazilian assessment of reading comprehension are also reviewed. Finally, we discuss the urgency of psychometrically adjusted instruments to the field of psychoeducational assessment.

Consideraciones Sobre la Habilidad de Comprensión en Lectura y Formas de su Evaluación

La comprension lectora es una actividad complexa que involucran mecanismos cognitivos, linguisticos, sociales y emocionales. En las sociedades occidentales, el exito escolar mucho se relaciona a una aprension adecuada del proceso de leer y comprender el texto leido, siendo uno de los requisitos para el aprendizaje. Asi, la comprension de la lectura es tema relevante a aquellos que trabajan con la educacion y con problemas derivados de ella. Este estudio se inserta en ese contexto y objetiva fornecer una exposicion general sobre el estudio de la comprension lectora, particularmente en sus aspectos historicos, conceptuales y clinicos. Primeramente, se hace un breve relato historico de la lectura en Brasil y de algunas cuestiones centrales actuales. Enseguida, se describe la comprension lectora y se procesamiento en el abordaje de la psicologia cognitiva. E tercero, se resena los principales instrumentos internacionales y brasilenos de evaluacion de la comprension en lectura. Finalmente, se discute la urgencia de instrumentos psicometricamente ajustados para el campo de la evaluacion psicoeducativo.The reading comprehension is a complex activity that involves cognitive, linguistic, social and emotional mechanisms. In Western societies, academic achievement much relates to an adequate grasp of the process to read and understand the text read, one of the requirements for learning. Therefore, reading comprehension is relevant subject to those that work with education and with problems arising from it. This work is part of this context and aims to provide a general presentation about the study of reading comprehension, particularly in its historical, conceptual and clinical aspects. First, it is a brief reading of the historical record in Brazil and some current core issues. Then describes the reading comprehension and processing in cognitive psychology approach. Third, the main international instruments and Brazilian assessment of reading comprehension are also reviewed. Finally, we discuss the urgency of psychometrically adjusted instruments to the field of psychoeducational assessment.

Psychometric equivalence of the Brazilian version of the Test of Pragmatic Language 2 - TOPL-2

INTRODUCTION Considering the relevance of the investigation about the pragmatic function for language disorders diagnosis, as well as the relevance of validity evidence for test interpretation, this paper aimed to explore the psychometric equivalence between the American and Brazilian versions of the Test of Pragmatic Language, Second Edition (TOPL-2). METHODS A total of 81 students from the third to seventh year from public elementary schools of São Paulo (63% girls; average age=9.42 years, SD=0.93) with no complaints or indicators of low school performance were selected. Students answered the verbal application of the TOPL-2 Brazilian-Portuguese version. Some of the psychometric inquiries reported in the original version of the test were reproduced focusing on the analyses of difficulty, internal consistency, discrimination, and differential item functioning. RESULTS Most of the items (86%) presented similar difficulties to the American version. The internal consistency index had acceptable values (0.70). Few items (26%) showed adequate discrimination, but 49% were close to the desirable cutoffs. Eight items showed differential functioning; of which, five were favorable to boys. CONCLUSION Despite sample limitations related to size and variability, almost half of the items showed psychometric equivalence to the American version.

Nuevos estudios psicométricos para el subtest de lectura de la prueba de rendimiento escolar

This study reports the item analysis of the reading subscale of the School Performance Test (Stein, 1994) answered by 341 children from 2nd to 5th grades of Belo Horizonte city. Two sets of items were selected taking as reference different criteria of correction – one presented in the test manual (A1) and another, which considered syllabication and self-correction as incorrect responses. Only 28.6% of the original items presented suitable discrimination indices by the A1 Criterion and 48.6% by the A2. The accuracy for both criteria was high. For each new set of items, intra-group norms were offered. The data indicate that the A2 Criterion produced more promising results than that of A1.This study reports the item analysis of the reading subscale of the School Performance Test (Stein, 1994) answered by 341 children from 2nd to 5th grades of Belo Horizonte city. Two sets of items were selected taking as reference different criteria of correction – one presented in the test manual (A1) and another, which considered syllabication and self-correction as incorrect responses. Only 28.6% of the original items presented suitable discrimination indices by the A1 Criterion and 48.6% by the A2. The accuracy for both criteria was high. For each new set of items, intra-group norms were offered. The data indicate that the A2 Criterion produced more promising results than that of A1.