EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity

EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity

Author Cogo-Moreira, Hugo Autor UNIFESP Google Scholar
Ploubidis, George B. Google Scholar
Avila, Clara Regina Brandao de Autor UNIFESP Google Scholar
Mari, Jair de Jesus Autor UNIFESP Google Scholar
Pinheiro, Angela Maria Vieira Google Scholar
Institution Universidade Federal de São Paulo (UNIFESP)
Univ London
Universidade Federal de Minas Gerais (UFMG)
Abstract Aim: the study aimed to provide information about the concurrent and discriminant validation of the Scale of Evaluation of Reading Competence by the Teacher (EACOL), which is composed of 27 dichotomous items concerning reading aloud (17 items) and reading silently (10 items).Samples: Three samples were used in this validation study. the first was composed of 335 students with an average age of 9.75 years (SD = 1.2) from Belo Horizonte (Minas Gerais State), Brazil, where the full spectrum of reading ability was assessed. the second two samples were from São Paulo city (São Paulo State), Brazil, where only children with reading difficulties were recruited. the first São Paulo sample was labeled SP-screening and had n = 617, with a mean age of 9.8 years (SD = 1.0), and the other sample was labeled SP-trial and had n = 235, with a mean age of 9.15 years (SD = 0.05).Methods: Results were obtained from a latent class analysis LCA, in which two latent groups were obtained as solutions, and were correlated with direct reading measures. Also, students' scores on the Wechsler Intelligence Scale and on the Strengths and Difficulties Questionnaire tested the discriminant validation.Results: Latent groups of readers underlying the EACOL predicted all direct reading measures, while the same latent groups showed no association with behavior and intelligence assessments, giving concurrent and discriminant validity to EACOL, respectively.Conclusion: EACOL is a reliable screening tool which can be used by a wide range of professionals for assessing reading skills.
Keywords school children
latent class analysis
reading difficulties
Language English
Sponsor Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Instituto ABCD
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Ministry of Education of Brazil
Grant number CNPq: 482321/2010-5
FAPESP: 2011/11369-0
Date 2012-01-01
Published in Neuropsychiatric Disease and Treatment. Albany: Dove Medical Press Ltd, v. 8, p. 443-454, 2012.
ISSN 1176-6328 (Sherpa/Romeo, impact factor)
Publisher Dove Medical Press Ltd
Extent 443-454
Origin http://dx.doi.org/10.2147/NDT.S36196
Access rights Open access Open Access
Type Article
Web of Science ID WOS:000309656800001
URI http://repositorio.unifesp.br/handle/11600/34396

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