Análisis psicométrico de EGRA y su validez concurrente con otras evaluaciones de desempeño en lectura: caso Honduras y Nicaragua
[Psychometric analysis of EGRA and its concurrent validity with other reading performance evaluations: Honduras and Nicaragua]
The present study is one of the few examinations—in the context of developing countries—comparing the properties of an early grade oral assessment such as the Early Grade Reading Assessment (EGRA) to written, comprehension-oriented assessments applied to the same grades. By contrast, correlation studies have been done repeatedly in developed countries, thereby enabling some claims as to concurrent validity between oral, fluency-oriented assessments and written, comprehension-oriented assessments. The correlations in these developed-country cases have been found to be reasonably high— usually 0.5 or more. The study covered in this report found moderate to high internal reliability of these particular EGRA efforts, and a correlation of around 0.4 between oral fluency (connected text fluency) in connected text and comprehension measures in a written assessment (achievement test in Spanish).