Search

Considering the importance of reading strategies for the reading comprehension process, an instrument was developed to examine the use of reading prediction by elementary school students. The purpose of this study is to present the process performed to validate the content and reliability of this reading prediction task usage applied to 6th grade elementary school students. For content validation, there was a panel of judges that evaluated the instrument for conceptual relevance, clarity, language adequacy, and presentation. Content validity was also verified through the analysis of the students' answers. For the reliability analysis, the internal consistency of the items was verified. The results indicated that there was content validity through the analysis of the judges and the students' answers. The reliability of the task was also established using Cronbach's alpha coefficient. Through this validation, it was considered possible to apply the instrument to a larger and more representative sample. [ABSTRACT FROM AUTHOR]

This study presents the performance of 4th and 6th grade students in the Task of Spelling Words and Pseudowords (TEPP). It was analyzed validity evidence based on the relationship with criteria (correlation with age, and comparison of groups by year of schooling and gender), as well as convergent validity through correlations among TEPP with the Balanced Dictation instrument and the Child Neuropsychological Assessment Instrument NEUPSILIN-Inf. In addition, it is presented normative data for students of 4th and 6th grades of Elementary School. It included 181 students from public schools, being 55.8% girls, with aged between 9 and 12 years old. Higher scores were identified for older and more educated students; in addition higher scores were found for girls in some TEPP measures, reinforcing the criterion validity of the instrument. The TEPP instrument has been related to spelling, attention, memory, executive functions, language and arithmetic skills, showing evidence of convergent validity. The normative data of TEPP are presented, considering the two school years of the participants, contributing to the professionals who use this instrument in clinical practice and also in the educational setting. [ABSTRACT FROM AUTHOR]