Psychometric properties of the reading comprehension test ECOMPLEC.Sec

Background: ECOMPLEC.Sec is a reading comprehension test for secondary students, conceived from a multidimensional perspective in line with large-scale educational surveys such as PISA or PIRLS. The objective of this study was to validate the theoretical model of ECOMPLEC. Sec. A bifactor model that...

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Detalhes bibliográficos
Autores: Olmos Albacete, Ricardo, León Gascón, José Antonio, Martín Arnal, Lorena Alicia, Moreno Pérez, José David, Escudero, Inmaculada, Sánchez Sánchez, Fernando
Formato: artículo
Fecha de publicación:2016
País:España
Recursos:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/677427
Acesso em linha:http://hdl.handle.net/10486/677427
https://dx.doi.org/10.7334/psicothema2015.92
Access Level:acceso abierto
Palavra-chave:Psychometric properties
ECOMPLEC.Sec
Reading comprehension test
Bifactor model
Propiedades psicométricas
Test de comprensión lectora
Modelo bifactorial
Psicología
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spelling Psychometric properties of the reading comprehension test ECOMPLEC.SecPropiedades psicométricas de la prueba de compresión lectora ECOMPLEC.SECOlmos Albacete, RicardoLeón Gascón, José AntonioMartín Arnal, Lorena AliciaMoreno Pérez, José DavidEscudero, InmaculadaSánchez Sánchez, FernandoPsychometric propertiesECOMPLEC.SecReading comprehension testBifactor modelPropiedades psicométricasTest de comprensión lectoraModelo bifactorialPsicologíaBackground: ECOMPLEC.Sec is a reading comprehension test for secondary students, conceived from a multidimensional perspective in line with large-scale educational surveys such as PISA or PIRLS. The objective of this study was to validate the theoretical model of ECOMPLEC. Sec. A bifactor model that postulates the existence of a general reading comprehension factor and three specifi c factors provided a good fi t to the data. Method: 1,912 adolescents (13-18 years) participated in this study. Data analysis included construct validity via confi rmatory factor analysis, and factors were regressed onto observed covariates for the interpretation of the constructs. Reliability was calculated from a non-linear SEM in order to justify the interpretability of the observed scale and subscale scores. Results: The bifactor model exhibited a signifi cantly better fi t to the data than the second-order model. Furthermore, construct validity analysis suggests the existence of specifi c reading comprehension factors. Finally, the reliability study also supports the idea of using a total score to obtain a measure of reading comprehension. Conclusions: ECOMPLEC. Sec displays a valid parsimonious factor structure, as well as metric properties that make it a suitable tool to assess reading comprehensionAntecedentes: ECOMPLEC.Sec es una prueba de comprensión lectora para estudiantes de Secundaria concebido desde una perspectiva multidimensional en consonancia con las pruebas educativas de gran escala como PISA o PIRLS. El objetivo de este estudio fue la validación del modelo teórico de ECOMPLEC.Sec. Un modelo bifactorial que presupone la existencia de un factor general de comprensión lectora y tres factores específicos ajustó adecuadamente a los datos. Método: 1.912 adolescentes (edades entre 13-18 años) participaron en este estudio. Los análisis estadísticos incluyen un análisis factorial confirmatorio cuyos factores se predicen por cuatro covariables con el fi n de aportar significado a los constructos. La fiabilidad se abordó desde un modelo no lineal SEM para ayudar en la interpretación de las puntuaciones observadas de las escalas y subescalas. Resultados: el modelo bifactorial exhibió un ajuste significativamente mejor que el modelo factorial de segundo orden. Las evidencias de validez de constructo apuntan a la existencia de factores específi cos de comprensión lectora. Conclusiones: ECOMPLEC.Sec muestra una estructura factorial parsimoniosa junto con unas propiedades psicométricas que hacen de ella una prueba adecuada para evaluar la comprensión lectoraThis work has been funded by MINNECO PSI2013- 47219-P projectColegio Oficial de Psicólogos del Principado de AsturiasDepartamento de Psicología BásicaDepartamento de Psicología Social y MetodologíaFacultad de Psicología20162016-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/677427https://dx.doi.org/10.7334/psicothema2015.92reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6774272026-06-23T12:46:27Z
dc.title.none.fl_str_mv Psychometric properties of the reading comprehension test ECOMPLEC.Sec
Propiedades psicométricas de la prueba de compresión lectora ECOMPLEC.SEC
title Psychometric properties of the reading comprehension test ECOMPLEC.Sec
spellingShingle Psychometric properties of the reading comprehension test ECOMPLEC.Sec
Olmos Albacete, Ricardo
Psychometric properties
ECOMPLEC.Sec
Reading comprehension test
Bifactor model
Propiedades psicométricas
Test de comprensión lectora
Modelo bifactorial
Psicología
title_short Psychometric properties of the reading comprehension test ECOMPLEC.Sec
title_full Psychometric properties of the reading comprehension test ECOMPLEC.Sec
title_fullStr Psychometric properties of the reading comprehension test ECOMPLEC.Sec
title_full_unstemmed Psychometric properties of the reading comprehension test ECOMPLEC.Sec
title_sort Psychometric properties of the reading comprehension test ECOMPLEC.Sec
dc.creator.none.fl_str_mv Olmos Albacete, Ricardo
León Gascón, José Antonio
Martín Arnal, Lorena Alicia
Moreno Pérez, José David
Escudero, Inmaculada
Sánchez Sánchez, Fernando
author Olmos Albacete, Ricardo
author_facet Olmos Albacete, Ricardo
León Gascón, José Antonio
Martín Arnal, Lorena Alicia
Moreno Pérez, José David
Escudero, Inmaculada
Sánchez Sánchez, Fernando
author_role author
author2 León Gascón, José Antonio
Martín Arnal, Lorena Alicia
Moreno Pérez, José David
Escudero, Inmaculada
Sánchez Sánchez, Fernando
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Básica
Departamento de Psicología Social y Metodología
Facultad de Psicología
dc.subject.none.fl_str_mv Psychometric properties
ECOMPLEC.Sec
Reading comprehension test
Bifactor model
Propiedades psicométricas
Test de comprensión lectora
Modelo bifactorial
Psicología
topic Psychometric properties
ECOMPLEC.Sec
Reading comprehension test
Bifactor model
Propiedades psicométricas
Test de comprensión lectora
Modelo bifactorial
Psicología
description Background: ECOMPLEC.Sec is a reading comprehension test for secondary students, conceived from a multidimensional perspective in line with large-scale educational surveys such as PISA or PIRLS. The objective of this study was to validate the theoretical model of ECOMPLEC. Sec. A bifactor model that postulates the existence of a general reading comprehension factor and three specifi c factors provided a good fi t to the data. Method: 1,912 adolescents (13-18 years) participated in this study. Data analysis included construct validity via confi rmatory factor analysis, and factors were regressed onto observed covariates for the interpretation of the constructs. Reliability was calculated from a non-linear SEM in order to justify the interpretability of the observed scale and subscale scores. Results: The bifactor model exhibited a signifi cantly better fi t to the data than the second-order model. Furthermore, construct validity analysis suggests the existence of specifi c reading comprehension factors. Finally, the reliability study also supports the idea of using a total score to obtain a measure of reading comprehension. Conclusions: ECOMPLEC. Sec displays a valid parsimonious factor structure, as well as metric properties that make it a suitable tool to assess reading comprehension
publishDate 2016
dc.date.none.fl_str_mv 2016
2016-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/677427
https://dx.doi.org/10.7334/psicothema2015.92
url http://hdl.handle.net/10486/677427
https://dx.doi.org/10.7334/psicothema2015.92
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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