Resumen

DE ARAUJO VILHENA, Douglas  y  VIEIRA PINHEIRO, Angela Maria. Revised version of the Scale of Evaluation of Reading Competence by the Teacher: final validation and standardization. Univ. Psychol. [online]. 2016, vol.15, n.4, pp.1-13. ISSN 1657-9267.  https://doi.org/10.11144/Javeriana.upsy15-4.efvs.

The original version of the EACOL, a tool for teachers to assess silent and aloud reading of Brazilian 2nd-to-5th-graders, was revised and the resulting instrument was validated and normalized. Method: 72 teachers were asked to answer the revised EACOL and a behavioral questionnaire; 452 pupils performed a test battery composed by seven reading tasks and one general cognitive ability measure. Results: The revised EACOL presented high reliability and moderate-to-strong correlations with all reading variables; cluster analysis suggested three proficiency groups (poor/not-so-good/good readers). Conclusion: in agreement with previous studies, teachers, when provided with sound criteria, can come to reliable evaluations of their students' reading ability. Thus, an improved instrument, with evidence of reliability as well as content, internal and external validity, is offered to allow an indirect assessment of the reading ability of schoolchildren. This instrument can easily be adapted to other Portuguese-speaking countries.

Palabras clave : reading skills; reading assessment; child assessment; Portuguese language; teacher scale.

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