Resumo

NIKAEDO, Carolina Cunha; KURIYAMA, Carolina Tiharu  e  MACEDO, Elizeu Coutinho de. Longitudinal reading and writing assessment with tests based on different theoretical conceptions. Psic [online]. 2007, vol.8, n.2, pp. 185-193. ISSN 1676-7314.

Distinct reading and writing instruction methods are based on different theories that explain how the acquisition of reading abilities occurs. This study aims to verify the correlation of reading and writing results of two different procedures of evaluation following quantitative and qualitative criteria. The study was conducted with 52 first graders from a public school. The students were assessed at the beginning and end of the year. The mean age was 7.1 (SD=0.5). The quantitative assessment was based on three tests: Word Reading Competence Test, Sentence Reading Test and Picture-Print Writing Test. The qualitative assessment was conducted by teachers who classified the students' performance according to different developmental levels. Results showed a significant positive correlation of the three quantitative assessment instruments and qualitative teachers` assessment. However, the teachers` assessment showed tendency to overestimate the performance of some students.

Palavras-chave : Reading; Writing; Assessment; Literacy.

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