Bibliographic citations
Arias, J., Gonzales, J., Zapata, J. (2024). Revisión de indicadores psicométricos de las pruebas en español para evaluar conciencia fonológica [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/27569
Arias, J., Gonzales, J., Zapata, J. Revisión de indicadores psicométricos de las pruebas en español para evaluar conciencia fonológica []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/27569
@mastersthesis{renati/12652,
title = "Revisión de indicadores psicométricos de las pruebas en español para evaluar conciencia fonológica",
author = "Zapata García, Janeth Karina",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
This research emerges from the need of learning difficulties specialists to have valid and reliable instruments that allow them evaluating the level of phonological awareness, as a prerequisite skill of the literacy process. For this reason, this research aims to describe the psychometric indicators of the tests in Spanish that evaluate this ability in order to help the specialist choose tests according to the optimal criteria. The research is qualitative - descriptive of a documentary type, therefore, after defining the variables, the search, collection, processing and analysis of test tasks in Spanish was carried out; Thus, an information base was obtained as a result. The analysis shows that there are different obstacles to make a quick and accurate selection of the tests in Spanish; Despite this, the necessary information is obtained to respond to the general objective. After analyzing one by one the psychometric indicators of the selected tests, the results show that there are more international than national tests, in addition, the most current one was published in 2020. Likewise, accessing the entire test implies an economic investment in Most of these, in addition to this, not all of them evaluate all levels and tasks of phonological awareness. In relation to the validity and reliability of the tests, the analysis is partial since not all tests detail this information, which limits the ability to determine their effectiveness. Finally, it is concluded that few tests exclusively and fully assess phonological awareness.
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