Construction of a protocol for the assessment of reading comprehension for primary schools students

• Grant number: 11/11369-0
• Support Opportunities: Regular Research Grants
• Start date: November 01, 2011
• End date: April 30, 2014
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Clara Regina Brandão de Avila
• Grantee: Clara Regina Brandão de Avila
• Host Institution: Escola Paulista de Medicina (EPM). Universidade Federal de São Paulo (UNIFESP). Campus São Paulo. São Paulo , SP, Brazil
• Associated researchers: Adriana de Souza Batista Kida ; João Maroco ; Patrícia Silva Lúcio

Abstract

In the area of speech therapy, the American Speech-Language-Hearing Association (ASHA) has showed the tenets for the evidence-based practice applied for the Human Communication Disturbs, which indicate the value of standard measures. In Brazil, we can note a lack of such standardized instruments for evaluation and diagnosis of Human Communication Disturbs. We can distinguish four main problems in the area: a) lack of studies with samples sizes and statistic power large enough; b) an inadequate use of inferential statistics; c) absence of verification and confirmation of theoretical models; d) little attention to discriminative power of the items. Objective: the construction of a battery that evaluates in a valid and reliable way the reading comprehension skills in elementary school children. The battery is composed of the following tests: reading span; decoding; speech perception; and narrative and expository text comprehension. Sample: a group of 1st to 4th grade school children (N = 800) from public and private schools of São Paulo City, recruited by the method of proportional sharing. The dates will be analyzed by the IRT. This study will use the two parameter model for dichotomous and graded responses. We will investigate the differential item functioning; the item response function; the model fit; and meaningful scales scores will be created. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

COGO-MOREIRA, HUGO; PLOUBIDIS, GEORGE B.; BRANDAO DE AVILA, CLARA REGINA; MARI, JAIR DE JESUS; VIEIRA PINHEIRO, ANGELA MARIA. EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity. NEUROPSYCHIATRIC DISEASE AND TREATMENT, v. 8, p. 443-454, 2012. (11/11369-0)

LUCIO, PATRICIA SILVA; LOURENCO, FAUSTO COUTINHO; COGO-MOREIRA, HUGO; BANDALOS, DEBORAH; FERREIRA DE CARVALHO, CAROLINA ALVES; BATISTA KIDA, ADRIANA DE SOUZA; BRANDAO DE AVILA, CLARA REGINA. Reading Comprehension Tests for Children: Test Equating and Specific Age-Interval Reports. FRONTIERS IN PSYCHOLOGY, v. 12, SEP 10 2021. (11/11369-0)