Internal structure and standardized scores of the Spanish adaptation of the EGRA (Early Grade Reading Assessment) for early reading assessment

  1. Juan Eugenio Jiménez González
  2. Amber Gove
  3. Luis Crouch
  4. Cristina Rodríguez Rodríguez
Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2014

Volume: 26

Issue: 4

Pages: 531-537

Type: Article

Export: RIS

Metrics

Cited by

  • Dialnet Métricas Cited by: 1 (11-11-2021)

JCR (Journal Impact Factor)

  • Year 2014
  • Journal Impact Factor: 1.21
  • Best Quartile: Q2
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q2 Rank in area: 58/129 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2014
  • SJR Journal Impact: 0.616
  • Best Quartile: Q2
  • Area: Psychology (miscellaneous) Quartile: Q2 Rank in area: 83/242

CIRC

  • Social Sciences: A

CiteScore

  • Year 2014
  • CiteScore of the Journal : 2.6
  • Area: Psychology (all) Percentile: 65

Abstract

Background: The EGRA (Early Grade Reading Assessment) is an assessment tool containing the main predictors of reading learning disabilities based on the National Reading Panel (NRP) (National Institute of Child Health and Human Development, 2000). This study has two main objectives: First, to analyze the internal structure of the EGRA, and second, to examine the validity and normative data for first and second grade primary school students in a Spanish-Speaking population. Method: This study had a sample of 400 children (196 female and 204 male) attending early grades of Primary School, between 6 and 8 years of age. Results: Our findings indicate that the EGRA has acceptable psychometric properties and an internal structure that is based on the two main factors of "decoding and comprehension" and "oral comprehension". Conclusions: We believe that the normative data collected from this study may be useful for the early detection of -at risk- Spanish children having reading disabilities, as well as for planning of early reading education

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