Evaluación de la validez factorial y la invarianza longitudinal de los indicadores de habilidades básicas de lectura temprana en alumnos españoles de primer grado
Agencias de apoyo
- National R&D&i Plan of the Ministry of Economy and Competi-tiveness (Spain), with reference PID2019-108419RB-I00
Resumen
Se realizó un estudio para analizar la validez factorial y la invarianza longitudinal de medida de los indicadores de progreso de aprendizaje en lectura (blinded) como medición basada en el currículo (MBC) en estudiantes españoles de primer grado de primaria. El modelo propuesto es un modelo bifactorial compuesto por dos factores correlacionados: un factor compuesto por las tareas de fluidez en conocimiento alfabético, fluidez en conciencia fonológica y conocimiento del lenguaje impreso, que sirven como indicadores observables para el factor subyacente de habilidades tempranas emergentes, y fluidez en lectura oral, lectura de pseudopalabras, y textos mutilados que sirven como indicadores observables para el factor de habilidades de alfabetización convencionales. El (blinded) está compuesto de tres formas paralelas (i.e., A, B y C), y se administró tres veces diferentes a 947 estudiantes españoles de primer grado durante el año escolar (otoño, primavera y verano). Se concluye que la MBC muestra una validez de constructo adecuada y una equivalencia de medición, lo que permite la evaluación de habilidades esenciales de primer grado que acontecen mientras los niños aprenden a leer.
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