Construção e validação psicométrica dos subtestes de flexibilidade grafo-fonológica semântica e memória operacional da bateria de avaliação da leitura e funções executivas (ALEFE)

Abstract

Developing reading skills and the complex and arduous executive functions is key to social, academic, and professional success. However, to date, there is no single neuropsychological instrument that simultaneously assesses the domains of inhibitory control, cognitive flexibility, working memory, and reading comprehension. Executive functions (working memory, inhibitory control, and cognitive flexibility) are cognitive skills that underpin the ability to identify goals, plan steps to achieve them, and adjust strategies when necessary. Scientific literature has provided increasing evidence that deficits in executive functions can contribute to difficulties in text comprehension. To evaluate executive functions applied to reading, a test called "Assessment of Reading and Executive Functions" (ALEFE) was developed. In this study, two subtests were created, and their content and construct validity were demonstrated: the Graphophonological-Semantic Flexibility (FGS) subtest and the Working Memory Applied to Reading (MO) subtest. A total of 138 typically developing schoolchildren participated in the sample. During the development of the tasks, two pilot studies (N=9 and N=36) were conducted to ensure that the instructions and stimuli of the subtests were appropriately understood by the target age group. Additionally, three judges participated in the content validation process, revealing a high degree of agreement (mean percentage agreement of 83.1%). In the validity study based on external variables, 93 schoolchildren from public and private schools were assessed, and the results of the ALEFE subtests showed weak positive correlations with external measures of reading and executive functions. Regarding evidence of validity based on internal structure, consistency was assessed using Cronbach's alpha and ranged from low to high. It was concluded that the developed subtests present satisfactory evidence of content validity, validity based on relationships with external measures, and validity based on internal structure. Despite the challenge of developing tasks that simultaneously examine reading and executive subprocesses, the findings of this research suggest that the ALEFEFGS and MO subtests fulfills its objective. Thus, it may be highly useful and applicable in the neuropsychological assessment of schoolchildren with reading comprehension difficulties and/or executive dysfunction, either in isolation or as part of different neurodevelopmental disorders, such as specific learning disorders and attention deficit hyperactivity disorder (ADHD). Furthermore, its qualitative and quantitative findings may inform neuropsychological, speech therapy, and/or psychopedagogical therapeutic planning.