Prolec
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Cuetos, Rodríguez, Ruano and Arribas
Evaluation of reading processes.
primary).• Individual application.
The battery consists of nine tasks that aim to explore the main reading processes,
from the most basic to the most complex.
Letter identification
Word reading
grammatical. – Punctuation marks.• Semantic processes. – Sentence comprehension. –
Text comprehension.– Oral comprehension.
IDENTIFICATION OF LETTERS
1. Name or sound of the letters: The objective is to check if the child knows all the letters.
and its pronunciation.
The time it takes provides information about the degree of automaticity in the
recognition and naming of letters (transformation of letter to sound).
• 2. Equal different: – Objective to know if the child is capable of segmenting and identifying the
letters that make up each word that you have to read or, on the contrary, perform a reading
logographic.
– Shoe-shoe.
Pichera-picera.
The execution time is important because it shows how difficult the task is for them.
LEXICAL PROCESSES
• 1. Word reading - 40 words, 20 high frequency and 20 low.
The length of words varies between 5 and 8 letters (2 and 3 syllables), that is the average length of the
most frequent words in Spanish.
A better reading of frequent words indicates greater use of the lexical route.
- Score between 0 and 40 and reading time. - The higher the number of words read correctly and
The shorter the time, the better the results in this task.
The recognition and reading of words is the key process in reading.
differences between good and bad readers. • Many comprehension difficulties arise
at this stage of word recognition, since when the child takes too long
time and reads the words with difficulty, the processes of comprehension are affected
(Perfetti, 1985). - 40 words, 20 high frequency and 20 low frequency.
• 2. Pseudoword reading - Indicates the reader's ability to pronounce words.
unknown or new.– The mechanisms involved in the reading of pseudowords
they may be different from those used with familiar words, so it is important
to understand the functioning of all reading processes.
A better reading of words than pseudowords indicates a lexical reading.
the child makes many mistakes with pseudowords it becomes evident that he does not have it right.
acquired the grapheme-phoneme conversion rules.
– 40 pseudopalabras cambiando una letra o dos de la lista anterior:• Globo – gloro.• Ermita
– erpisa…– Both lists have very similar characteristics (length, syllabic structure)–
But in one case they are relatives and in another pseudowords.
Comparison: The level of execution in accuracy and speed is similar with both.
that means the child is reading through the sublexical route, possibly because
It still does not have a spelling representation of frequent words.
GRAMMATICAL PROCESSES
1. Grammatical structures.– A preliminary step to understanding sentences is to assign
the syntactic roles to the words that make up the sentence. - Purpose of the task: is
check the readers' ability to perform the syntactic processing of sentences
with different grammatical structures
It consists of 16 items/elements. It is made up of 4 drawings and a sentence. One of the drawings
corresponds to the sentence: • Distractors: – One changes the roles of the subject and the
object. - The other two are semantic distractors.
All sentences are reversible: • The subject and the object of the action can be
exchange. - There are four different types of sentences: • Active. • Passive. • Object
focused. • Relative subordinate clauses.
• 2. Punctuation marks - In spoken language, we use prosodic features to separate the
sentences, highlight certain components of the sentence or give the appropriate intonation to the
Sentences. – Prosodic features are represented in writing using symbols.
punctuation. – Hence, a good reading requires making the indicated intonations by the
punctuation marks.
The objective of the test: to verify the knowledge and use that the reader has of the
punctuation marks.– You are asked to read a story aloud. • 4 points. • 2 commas. • 3
interrogations. • 2 exclamations.
SEMANTIC PROCESSES
1. Sentence Comprehension. - Objective: to assess the reader's ability to extract the
meaning of different types of sentences. - The child has to read a sentence and respond
to the demands that each one expresses.
– 3 órdenes sencillas.– 3 realice algunos retoques sobre dibujos.– 3 que señale entre tres
draw the one that corresponds with the sentence written below. – 4 locative sentences in
the one that has to be pointed out, among four, the drawing that corresponds to the sentence 'the blue ball'
It is on the red box.
2. Text comprehension. • Objective: To check if the reader is able to extract the message.
that appears in the text and to integrate it into their knowledge. - Activation of knowledge
related to the text, - The making of inferences.
• Composed of four texts. • Two are narrative and the other two are expository.
A narrative and an expository - they are short (90 words).
they are long (130 words).
The contents are unknown so that they do not influence the prior knowledge of the
children.– 4 questions, all are inferential.– It is interesting to compare the performance in
function of the type of text.– Children more familiar with narrative-type texts.
3. Oral comprehension. • Two expository texts. • Oral comprehension is measured. • The
The evaluator reads them aloud and then formulates the questions. • The texts have characteristics
similar to the expository texts they have read previously. - This allows for comparison.
between both subtests.
This way, it can be determined whether the comprehension problems are specific to reading or
they affect overall comprehension.
If a better score (clearly higher) is found in listening comprehension = exists
specific problems for reading: - Possibly in one of the lower processes
such as grapheme-phoneme conversion, naming speed or in the signs of
punctuation.
PROLEC-PRIMARY AND SECONDARY INDEXES. • The primary indexes are the source
the most important and quickest information that the professional must access in order to interpret the
child's reading behavior. The secondary indices nuance and deepen the interpretation of
the results.
Levels of interpretation:
• Main indexes.
Normal skill indices.
• Secondary indexes: – Accuracy
Speed.
Classification of processes.
• Índices principales.– N: normal– D: Dificultad leve.– DD: Dificultad severa.
• Accuracy indices: – Normal.
Questions?
Light difficulty
Severe difficulty.
• Índices de velocidad:– ML: Muy lento.– L: Lento.– N: Normal – R: Rápido.– MR: Muy rápido.
Speed indices: - When a child scores slow or very slow: it shows a
lower access speed to processes = due to the lack of automation in the setup
march of the processes responsible for the execution of the tasks.