Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/50069

Full metadata record
DC FieldValueLanguage
dc.contributor.authorChaves-Sousa, Sélipor
dc.contributor.authorSantos, Sandra Cristina Silvapor
dc.contributor.authorViana, Fernanda Leopoldinapor
dc.contributor.authorVale, Ana Paulapor
dc.contributor.authorCadime, Irene Maria Diaspor
dc.contributor.authorPrieto, Gerardopor
dc.contributor.authorRibeiro, Iolandapor
dc.date.accessioned2018-02-05T14:27:40Z-
dc.date.available2018-02-05T14:27:40Z-
dc.date.issued2017-
dc.identifier.issn1041-6080-
dc.identifier.urihttp://hdl.handle.net/1822/50069-
dc.description.abstractThe 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.por
dc.description.sponsorshipCiPsi - Psychology Research Centre, Uminho (UID/PSI/ 01662/2013), Portugalpor
dc.description.sponsorshipCIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugalpor
dc.description.sponsorshipThis study was conducted at Psychology Research Centre (UID/PSI/ 01662/2013), University of Minho, and supported by the Portuguese Foundation for Science and Technology (FCT) and the Portuguese Ministry of Science, Technology and Higher Education through national funds and, when applicable, co-financed by the European Regional Development Fund (FEDER) through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653) and by Grant FCOMP-01-0124- FEDER-010733 from FCT and FEDER through the European program COMPETE (Operational Programme for Competitiveness Factors) under the National Strategic Reference Framework (QREN). The first author is also supported by grant from FCT (Grant SFRH/BD/78546/2011).por
dc.language.isoengpor
dc.publisherElsevierpor
dc.relationinfo:eu-repo/grantAgreement/FCT/5876/147227/PTpor
dc.relationinfo:eu-repo/grantAgreement/FCT/SFRH/SFRH%2FBD%2F78546%2F2011/PTpor
dc.relationinfo:eu-repo/grantAgreement/FCT/5876/147313/PTpor
dc.rightsopenAccesspor
dc.subjectRasch Modelpor
dc.subjectWord readingpor
dc.subjectAssessmentpor
dc.subjectAt-risk readerspor
dc.subjectReading problemspor
dc.titleDevelopment of a word reading test: identifying students at-risk for reading problemspor
dc.typearticlepor
dc.peerreviewedyespor
dc.relation.publisherversionhttps://ac.els-cdn.com/S1041608016302680/1-s2.0-S1041608016302680-main.pdf?_tid=ceba4bb0-fd16-11e7-95e1-00000aacb35f&acdnat=1516366186_9eb2bba17517c51b1d4da5297070be4fpor
degois.publication.firstPage159por
degois.publication.lastPage166por
degois.publication.volume56por
dc.identifier.doi10.1016/j.lindif.2016.11.008por
dc.subject.fosCiências Sociais::Psicologiapor
dc.description.publicationversioninfo:eu-repo/semantics/publishedVersionpor
dc.subject.wosSocial Sciencespor
sdum.journalLearning and Individual Differencespor
Appears in Collections:CIEC - Artigos (Papers)

Files in This Item:
File Description SizeFormat 
Chaves-Sousa et al Learning and Individual Differences.pdf284,01 kBAdobe PDFView/Open

Partilhe no FacebookPartilhe no TwitterPartilhe no DeliciousPartilhe no LinkedInPartilhe no DiggAdicionar ao Google BookmarksPartilhe no MySpacePartilhe no Orkut
Exporte no formato BibTex mendeley Exporte no formato Endnote Adicione ao seu Currículo DeGóis