Construção e validação psicométrica dos sutestes de flexibilidade e de controle inibitório da bateria de avaliação da leitura e funções executivas (ALEFE)

Abstract

Reading comprehension is an essential skill for academic and professional performance. Since it is a multifaceted ability, its measurement should take into account other related cognitive skills, such as executive functions (EF). EF represents a set of skills that enable individuals to guide their behaviors toward specific goals and evaluate the effectiveness of these behaviors. Considering that evidence over the past decades has pointed out that both EF and reading comprehension predict important outcomes, the present study constructed and verified the psychometric validity of two subtests that will comprise the Reading and Executive Functions Assessment (ALEFE) battery: the Inhibitory Control subtest and the Flexibility subtest. To construct and improve the items and instructions that make up the subtests, two pilot studies were conducted, the first with N = 9 and the second with N = 36. These studies provided evidence that the developed stimuli were appropriate for the age group. Subsequently, content validity was performed through the judgment of three judges, who showed, on average, a high degree of agreement regarding the relevance of the items and skills required to perform the tasks. For construct validation, 93 students from 4th to 9th grade in public and private schools were involved. The results of the subtests showed significant correlations ranging from weak to moderate with already validated measures of reading and executive functions. Furthermore, reliability was verified through Cronbach's alpha, which indicated significant internal consistency of the two subtests together. In conclusion, the ALEFE subtests provided evidence of content validity, construct validity based on relations to external measures, and internal consistency. Given the impairments in reading comprehension and EF presented by individuals with and without neurodevelopmental disorders, it is expected that this study will contribute to the assessment of these skills, directing clinical and educational interventions.