Validation of a test for early detection of literacy difficulties in Ecuador Validation of a hardship risk test

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Elisa Piedra Martínez
Andrea Freire Pesántez
Cindy Tatiana López Orellana
Eulalia Tapia Encalada

Abstract

Introduction: Learning difficulties are the alterations with the most significant presence in school classrooms, and their indicators can be diagnosed and prevented early. This research aimed to validate the test for the early detection of difficulties in learning to read and write.


Methods: The research approach was quantitative, descriptive, and cross-sectional. Construct validity was used according to the original proposal of the test and reliability through Cronbach's alpha in a sample of 501 four-year-old Ecuadorian children.


Results: The validation of the instrument shows a moderate correlation between the subtasks and a high correlation between the subtasks and the total score. The reliability is good, α = 0.71, very close to that of the Spanish population α = 0.73. Therefore, the test can be used in the Ecuadorian context in its original version, adapting two words in the instructions to the linguistic reality of the country and for the qualification of the cutoff points of difficulty.


Conclusion: With the easy application of the "test of reading" in 4-year-old children, the authors recommended its application for the identification of dyslexia and phonological processing deficits in school children in Ecuador. The reading test's validity allows its application at a regional level.

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How to Cite
Piedra Martínez, E., Freire Pesántez, A., López Orellana, C. T., & Tapia Encalada, E. (2022). Validation of a test for early detection of literacy difficulties in Ecuador: Validation of a hardship risk test. Revista Ecuatoriana De Pediatría, 23(3), 239-248. https://doi.org/10.52011/184
Section
Original Articles
Author Biographies

Elisa Piedra Martínez, Faculty of Philosophy, Letters and Education Sciences, Universidad del Azuay, Ecuador

Professor and researcher at the Faculty of Psychology and the Faculty of Philosophy and Human Sciences of the University of Azuay. PhD in Cognitive Neuroscience and Education.

Andrea Freire Pesántez, Faculty of Philosophy, Letters and Education Sciences, Universidad del Azuay, Ecuador

Professor at the Faculty of Administration Sciences of the University of Azuay.

Cindy Tatiana López Orellana, Faculty of Philosophy, Letters and Education Sciences, Universidad del Azuay, Ecuador

Teacher and researcher at the Faculty of Psychology at the University of Azuay. Master in Educational Psychology from the Pontificia Universidad Católica de Chile.

Eulalia Tapia Encalada, Faculty of Philosophy, Letters and Education Sciences, Universidad del Azuay, Ecuador

Profesor at the Faculty of Philosophy and Human Sciences of the University of Azuay.