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

Chaves-Sousa, Séli; Ribeiro, Iolanda; Viana, Fernanda Leopoldina; Vale, Ana Paula; Santos, Sandra Cristina Silva; Cadime, Irene Maria Dias

doi:10.1027/1015-5759/a000307

Cited by 10 publications

(11 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The estimated reliability coefficients (person separation reliability, Kuder-Richardson formula 20, and item separation reliability) were higher than 0.80 for all test forms. As evidence of validity, the scores in the test are correlated with scores obtained in other tests of word reading, oral reading fluency, reading comprehension, vocabulary, working memory and teachers' assessments of reading skills (Chaves-Sousa et al, 2017a).…”

Section: Methodsmentioning

confidence: 98%

See 1 more Smart Citation

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Cruz¹,

Mendes²,

Marques³

et al. 2022

Front. Educ.

Self Cite

View full text Add to dashboard Cite

Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students (N = 207) during the COVID-19 pandemic. The study had a pretest, posttest, and follow-up design, with two intervention groups (remote vs face-to-face) and a control group. The intervention groups experienced 20 intervention sessions (2 sessions per week), each lasting approximately 50 min. Word reading accuracy, text reading accuracy, and fluency were measured in the three rounds of assessment. In both intervention groups, all measures of reading showed gains from pretest to posttest. The results also suggested that the efficacy of the intervention was similar in the remote and face-to-face modalities. These findings highlight the relevance of systematic interventions in increasing reading fluency and support the use of remote interventions as an adequate alternative to face-to-face interventions.

show abstract

Section: Methodsmentioning

confidence: 98%

“…Word Reading Accuracy. We used the Test of Word Reading (Chaves-Sousa et al, 2017a;Chaves-Sousa et al, 2017b), designed for primary school students, to assess word reading accuracy. This measure, administered using a computer application, has four equated test forms, each comprising 30 items (single test words).…”

Section: Methodsmentioning

confidence: 99%

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Cruz¹,

Mendes²,

Marques³

et al. 2022

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…The Test of Word Reading (Chaves‐Sousa, Ribeiro, et al., ; Chaves‐Sousa, Santos, et al., ) comprises four vertically scaled forms (TLP‐1, TLP‐2, TLP‐3, and TLP‐4) that are norm‐ and criteria‐referenced and designed to assess students’ word reading in grades 1–4, respectively. In this study, the test form for first graders was not administered.…”

Section: Methodsmentioning

confidence: 99%

Cross‐Lagged Relations Among Linguistic Skills in European Portuguese: A Longitudinal Study

Santos

Cadime

Viana

et al. 2019

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

Research has widely demonstrated the contribution of word reading, listening comprehension skills, and oral reading fluency to reading comprehension performance. However, the existence of reciprocal relations among these skills has been investigated less frequently. The authors examined the directionality of the relations among reading comprehension, listening comprehension, word reading, and oral reading fluency in Portuguese elementary school students from second to fourth grade by using a longitudinal cross‐lagged design. The sample was composed of 261 students assessed at the end of grades 2, 3, and 4. The results indicated that there is a reciprocal relation between listening comprehension and reading comprehension in every grade and that oral reading fluency and reading comprehension have a reciprocal relation only in the initial years of schooling, similar to the observed relation between oral reading fluency and word reading. The results are discussed considering their potential impact and the limitations of the study.

show abstract

“…At the beginning of formal schooling children rely heavily on phonology when spelling words, trying to match each sound they can detect in a word to a non-arbitrary letter (Caravolas, 2004;Pollo et al, 2005;Fernandes et al, 2008;Sargiani and Albuquerque, 2016;Chaves-Sousa et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Early Context-Conditioned Orthographic Knowledge in European Portuguese: The Spelling of the Schwa

Vale

Perpétua

2020

Front. Educ.

Self Cite

View full text Add to dashboard Cite

This longitudinal study examined how the phonemic-orthographic context affects the spelling of the schwa (/ɨ/) by Portuguese beginning spellers at two time points in the first school grade. The schwa is phonetically unstable and phonologically ill-defined, has an unpredictable realization, is frequently deleted at the syllable's end, and is often spelt as <e>, a very high frequency grapheme with numerous phonological renditions. In addition to cognitive and other alphabetic tasks, 41 first graders were asked to spell 40 consistent words of medium-low frequency: 5 CV.CV (consonant, vowel. consonant, vowel) with well-articulated vowels; 10 C/ɨ/C.VC, the first vowel being a schwa, thereby creating potential phonological consonantal clusters, half legal (/fɨliʃ/, /fliʃ/), half illegal (/pɨdal/, /pdal/); 10 CV.C/ɨ/, the last vowel being a schwa, potentially creating phonological monosyllables half with a legal coda (/mɔlɨ/, /mɔl/) and half with an illegal coda (/n'avɨ/), (/nav/); in addition, the children spelt 15 CVC ending with /l/, /ɾ/ and /ʃ/, the only legal Portuguese codas. Participants were also asked to spell equivalent pseudowords at a second point in time. Our results show that children were sensitive to allowable letter patterns from the Time 1 assessment point. Although alphabetic spelling was not entirely mastered, children used <e> more in first syllables than at the end of the word, and more in illegal than in legal phonological consonantal clusters, although the pattern of significant differences did change over time. The results were similar for pseudowords. Also, children used <e> more at the CV.C/ɨ/ words whose last C was /l/, than in monosyllabic CVC words ending with /l/. This was not observed with pseudowords, where the grapheme <e> was used with a similar frequency in the two types of items. Overall, these results show that children's acquisition of this kind of context-conditioned orthographic knowledge occurs simultaneously with alphabetic letter-sound learning and depend largely on intuitive statistical learning reflecting the regularities of the written code to which they are exposed.

show abstract

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

Cited by 10 publications

References 34 publications

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Cross‐Lagged Relations Among Linguistic Skills in European Portuguese: A Longitudinal Study

Early Context-Conditioned Orthographic Knowledge in European Portuguese: The Spelling of the Schwa

Contact Info

Product

Resources

About