Validity Evidence of the Test of Word Reading for Portuguese Elementary Students

• Published in: European journal of psychological assessment : official organ of the European Association of Psychological Assessment 2017-11, Vol.33 (6), p.460-466
• Main Authors: Chaves-Sousa, Séli, Ribeiro, Iolanda, Viana, Fernanda Leopoldina, Vale, Ana Paula, Santos, Sandra, Cadime, Irene
• Format: Article
• Language: English
• Subjects: Elementary School Students; Factor Structure; Female; Human; Male; Reading Ability; Reading Measures; Test Forms; Test Validity; Word Recognition
• ISSN: 1015-5759; 2151-2426
• DOI: 10.1027/1015-5759/a000307

This article presents data concerning the validity evidence of a test of word reading (TLP - Teste de Leitura de Palavras) that assesses single-word reading accuracy in Portuguese students from Grades 1 to 4. The test is composed of four vertically scaled forms, one for each grade, allowing for the evaluation of students' word reading progression. In the internal structure-related evidence validity study, administration of the TLP to 905 Portuguese elementary students confirmed its one-dimensional structure. In the evidence based on the relationship with other variables' study, 280 Portuguese elementary students were assessed with each TLP test form and criterion measures (reading tests, digit span, and vocabulary measures). Significant correlations were observed between results from the TLP test forms, reading instruments, short-term memory, and vocabulary measures. These results revealed adequate evidence based on internal structure and evidence based on the relationship to other variables of the TLP for the assessment of word reading accuracy in Portuguese elementary students.