Resumo

VILHENA, Douglas de Araújo  e  PINHEIRO, Ângela Maria Vieira. Reliability, internal and external validity of the Word Recognition Assessment – Brazilian Version. Neuropsicologia Latinoamericana [online]. 2023, vol.15, n.3, pp.1-12.  Epub 21-Nov-2025. ISSN 2075-9479.  https://doi.org/10.5579/rnl.2023.0828.

The objective was to provide psychometric evidence of reliability, internal structure validity and external validity for the Word Recognition Assessment – Brazilian Version (PRP-BR). The pilot study of Phase 2, designed to evaluate the iconicity of the illustrations, participated 114 children from the second to the fifth grades of Elementary School, with no time limit. In Phase 3, 480 students from the second to the fifth grades participated, with the application of the complete PRP-BR (52 items) under a time limit. Phase 4 comprised the 231 participants who responded to all items. In Phase 5, 245 participants from the first to the fifth grades answered the reduced PRP-BR (43 items) under a time limit. The PRP-BR was applied individually to participants in the first grade and collectively to those from the second to the fifth grades. The application time limit for the first to third grades was four minutes and for the fourth and fifth grades it was two minutes. In Phase 2, all items reached the cutoff criterion of 80% accuracy, which suggested their maintenance for subsequent validation studies. Considering the results of the Classical Test Theory and the Item Response Theory, nine of the 52 items were removed. As evidence of adequate reliability, Cronbach’s alpha progressively increased between the phases of thi s study. As evidence of internal validity, there was a significant effect of schooling both with the complete and the reduced version in all samples. Evidence of convergent and criterion external validity were presented, with the results being consistent with the literature. In concluded, the PRP-BR presented satisfactory psychometric evidence of reliability, internal structure validity and external validity.

Palavras-chave : dyslexia; educational measurement; learning disabilities; validation study; psychometrics.

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