Author(s): Chaves-Sousa, Séli ; Santos, Sandra Cristina Silva ; Viana, Fernanda Leopoldina ; Vale, Ana Paula ; Cadime, Irene Maria Dias ; Prieto, Gerardo ; Ribeiro, Iolanda
Date: 2017
Persistent ID: https://hdl.handle.net/1822/50069
Origin: RepositóriUM - Universidade do Minho
Subject(s): Rasch Model; Word reading; Assessment; At-risk readers; Reading problems
The aim of this study was twofold. In Study 1, we described the development of four forms of a test of word read- ing (TLP – Teste de Leitura de Palavras) for elementary school children (grades 1 to 4), using the Rasch model. An initial pool of 142 words was selected and tested on 905 Portuguese students. Rasch analyses allowed the devel- opment of a shorter version of the test for each grade with adjusted values concerning reliability coefficients and item local independence. In Study 2 (n = 325), the classification accuracy of the TLP to identify at-risk students for reading problems was examined based on several indices. Results indicated that each test form of the TLP pre- sented overall satisfactory classification accuracy in identifying at-risk readers with a criterion of 0.80 to set the sensitivity levels.
