Hostname: page-component-8448b6f56d-xtgtn Total loading time: 0 Render date: 2024-04-25T04:00:15.041Z Has data issue: false hasContentIssue false
  • English
  • Français

The Loleva Oral and Written Language Test: Psychometric Properties

Published online by Cambridge University Press:  08 April 2015

Manuel Peralbo ,
María Ángeles Mayor ,
Begoña Zubiauz ,
Alicia Risso ,
María Luz Fernández-Amado  and
Alejandro Tuñas
Manuel Peralbo
Affiliation:
Universidad de A Coruña (Spain)
María Ángeles Mayor
Affiliation:
Universidad de Salamanca (Spain)
Begoña Zubiauz
Affiliation:
Universidad de Salamanca (Spain)
Alicia Risso*
Affiliation:
Universidad de A Coruña (Spain)
María Luz Fernández-Amado
Affiliation:
Colegio San Juan Bosco (Spain)
Alejandro Tuñas
Affiliation:
Altia Consultores (Spain)
*
*Correspondence concerning this article should be addressed to Alicia Risso. Departamento de Psicología. Campus de Elviña, s/n. Universidad de A Coruña. 15071. A Coruña (Spain). Phone: +34–981167000. E-mail: alicia.risso@udc.es
Get access Rights & Permissions [Opens in a new window]

Abstract

LolEva, a computerized test for ages 3 to 8 years old, identifies issues in the development of skills that can lead to reading acquisition difficulties. Its structure captures two distinct areas: Phonological Awareness (PA, seven subtests: rhyme, identification-addition-omission of syllable and phoneme at the beginning and end of a word), and Initial Reading Competence (IRC, six subtests: reading uppercase and lowercase letters, simple words, complex words, and pseudowords, and word segmentation). With results collected in a sample of 341 children with the target ages and attending public or private schools, the alpha coefficient was .94 for PA, and .92 for IRC. Factor analysis indicated three factors are present (performance on PA and IRC, and word reading times), together explaining 75% of variance, providing evidence to support the construct validity of the test. On the other hand, analysis of variance showed significant differences for year-in-school variable for PA subscale, F(4, 336) = 191.385, p < .001, η2p = .695, 1–β = 1.0, as well as for IRC subscale, both in number of correct answers, which increased as schooling progressed: F(4, 336) = 197.897, p < .001, η2p = .702, 1–β = 1.0, and task completion time, which decreased as education progressed: F(4, 335) = 47.048, p < .001, η2p = .360, 1–β = 1.0. Also, PA repeated measures analysis revealed that was easier Identification than Addition and Omission , F(2, 672) = 31.639, p < .001, η2p = .086, 1–β = 1.0, syllable-related tasks than phoneme-related task, F(1, 336) = 229.000, p < .001, η2p = .405, 1–β = 1.0, and syllable or phoneme at the end of the word than at the beginning, F(1, 336) = 59.201, p < .001, η2p = .150, 1–β = 1.0. Moreover, all items were examined and indexes of difficulty and discrimination were obtained.

Keywords

phonological awarenessreading skillscomputer assisted testingPsychometrics
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 18 , 2015 , E18
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Bolt.Google Scholar
Alegría, J. (2006). Por un enfoque psicolingüístico del aprendizaje de la lectura y sus dificultades –20 años después [Support for a psycholinguistic approach to reading acquisition and reading difficulties – 20 years later]. Infancia y Aprendizaje, 29, 93–111. http://dx.doi.org/10.1174/021037006775380957 Google Scholar
Anthony, J. L., Williams, J. M., Durán, L. K., Gillam, S. L., Liang, L., Aghara, R., ... Landry, S. H. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103, 857–876. http://dx.doi.org/10.1037/a0025024 Google Scholar
Brady, S. A., & Shankweiler, D. R. (Eds.) (1991). Phonological processes in literacy. Hillsdale, NJ: Erlbaum.Google Scholar
Bryant, P., & Bradley, L. (1985). Childhood reading problems. Oxford, UK: Blackwell.Google Scholar
Cardinal, R. N., & Aitken, M. R. F. (2006). ANOVA for the behavioural sciences researcher. New Jersey, NJ: Erlbaum.Google Scholar
Caravolas, M., Lervåg, A., Defior, S., Málková, G. S., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 1398–1407. http://dx.doi.org/10.1177/0956797612473122 Google Scholar
Carrillo, M. S., & Marín, J. (1996). Desarrollo metafonológico y adquisición de la lectura: Un programa de entrenamiento [Metaphonological development and reading acquisition: A training program] . Madrid, Spain: CIDE.Google Scholar
Carroll, J. M., Snowling, M. J., Stevenson, J., & Hulme, C. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913–923. http://dx.doi.org/10.1037/0012-1649.39.5.913 Google Scholar
Cuetos, F. (2008). Psicología de la lectura [Psychology of reading] (7 th Ed.). Madrid, Spain: Kluwer.Google Scholar
Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R: Batería de evaluación de los procesos lectores -revisada [Test battery for reading processes assessment -revised] . Madrid, Spain: TEA.Google Scholar
Defior, S. (1996). Una clasificación de las tareas utilizadas en la evaluación de las habilidades fonológicas y algunas ideas para su mejora [A classification of tasks utilized in phonological skills assessment, and some ideas on how to improve them]. Infancia y Aprendizaje, 19, 49–63. http://dx.doi.org/10.1174/02103709660560546 Google Scholar
Defior, S. (2008). ¿Cómo facilitar el aprendizaje inicial de la lectoescritura? Papel de las habilidades fonológicas [How to facilitate initial literacy acquisition? The role of phonological skills]. Infancia y Aprendizaje, 31, 333–345. http://dx.doi.org/doi:10.1174/021037008785702983 Google Scholar
Gillam, R., & van Kleeck, A. (1996). Phonological awareness training and short-term working memory: Clinical implications. Topics in Language Disorders, 17, 72–81. http://dx.doi.org/10.1097/00011363-199611000-00008 Google Scholar
Howell, D. C. (2013). Statistical methods for psychology (8 th Ed.). Belmont, CA: Wadsworth.Google Scholar
Jiménez, J. E., & Ortiz, M. R. (1995). Conciencia fonológica y aprendizaje de la lectura: Teoría, evaluación e intervención [Phonological awareness and reading acquisition: Theory, assessment and intervention] . Madrid, Spain: Síntesis.Google Scholar
Jiménez, J. E., Antón, L., Díaz, A., Guzmán, M. R., Hernández-Valle, M. I., Ortiz, M. R., … Muñetón, M. A. (2007). SICOLE-R-Primaria: Manual de uso e instrucciones para el examinador [SICOLE-R-Basic: Manual and examiner instructions] . Santa Cruz de Tenerife, Spain: Ocide.Google Scholar
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36. http://dx.doi.org/10.1007/BF02291575 CrossRefGoogle Scholar
Kirk, R. E. (2013). Experimental design: Procedures for the behavioral sciences (4 th Ed.). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Márquez, J., & de la Osa, P. (2003). Evaluación de la conciencia fonológica en el inicio lector [Assessing phonological awareness in initial reading]. Anuario de Psicología, 34, 357–370.Google Scholar
Leong, C. K. (1991). From phonemic awareness to phonological processing to language access in children developing reading proficiency. In Sawyer, D. J. & Fox, B. J. (Eds.), Phonological awareness in reading: The evolution of current perspectives (pp. 217–254). New York, NY: Springer-Verlag.CrossRefGoogle Scholar
Mayor, M. A., Fernández, M. L., Tuñas, A., Zubiauz, B., & Durán, M. (2012). La relación entre funciones ejecutivas y conciencia fonológica en Educación Primaria [The relationship between executive functions and phonological awareness in Primary School]. In Mata, L., Peixoto, F., Morgado, J., Castro, J., & Monteiro, V. (Eds.), Educaçao, aprendizajem e desenvolvimento [Education, learning and development] (pp. 1792–1806). Lisbon, Portugal: ISPA.Google Scholar
Morais, J. (1991). Phonological awareness: A bridge between language and literacy. In Sawyer, D. J. & Fox, B. J. (Eds.), Phonological awareness in reading. The evolution of current perspectives. Springer Series in Language and Communication (Vol. 28, pp. 31–71). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4612-3010-6_2 Google Scholar
Muñiz, J. (1999). Psicometría [Psychometrics] . Madrid, Spain: Pirámide.Google Scholar
Peralbo, M., Brenlla, J. C., García, M., Barca, A., & Mayor, M. A. (2012). Las funciones ejecutivas y su valor predictivo sobre el aprendizaje inicial de la lectura en educación primaria [The executive functions and their predictive value in initial reading acquisition during Primary School]. In Mata, L., Peixoto, F., Morgado, J., Castro, J., & Monteiro, V. (Eds.), Educaçao, aprendizajem e desenvolvimento [Education, learning and development] (pp.76–90). Lisbon, Portugal: ISPA.Google Scholar
Pérez-Gil, J. A., Chacón, S., & Moreno, R. (2000). Validez de constructo: El uso de análisis factorial exploratorio-confirmatorio para obtener evidencias de validez [Construct validity: The use of exploratory-confirmatory factor analysis to collect evidence of validity]. Psicothema, 12, 442–440.Google Scholar
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford Press.Google Scholar
Torgesen, J. K., & Davis, C. (1996). Individual difference variables that predict response to training in phonological awareness. Journal of Experimental Child Psychology, 63, 1–21. http://dx.doi.org/10.1006/jecp.1996.0040 Google Scholar
Toro, J., Cervera, M., & Urio, C. (2000). EMLE-TALE 2000. Escalas Magallanes de Lectura y Escritura [Magallanes Reading and Writing Scales] . Baracaldo, Spain: Albor-COHS.Google Scholar
Treiman, R. (1991). Phonological awareness and its roles in learning to read and spell. In Sawyer, D. J. & Fox, B. J. (Eds.), Phonological awareness in reading. The evolution of current perspective (pp. 159–189). New York, NY: Spinger-Verlag.Google Scholar
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Zimmerman, D. W. (2004). A note on preliminary tests of equality of variances. British Journal of Mathematical and Statistical Psychology, 57, 173–181. http://dx.doi.org/10.1348/000711004849222 Google Scholar