Invarianza longitudinal del IPAE en escolares españoles de primer curso de primaria
DOI:
https://doi.org/10.35670/1667-4545.v23.n1.41003Palabras clave:
habilidades de transcripción, educación primaria, escritura, invarianza factorial longitudinal, medida basada en el currículoResumen
Se realizó un estudio para analizar la estructura factorial y la invarianza longitudinal de medida de los Indicadores de Progreso de Aprendizaje en Escritura (IPAE) como medición basada en el currículo en estudiantes españoles de 1º grado. El modelo propuesto es de un factor en el que las cinco tareas del IPAE (i.e., escritura de alógrafos, dictado de palabras con ortografía arbitraria, dictado de palabras con ortografía reglada, dictado de pseudopalabras y dictado de frases) sirven como indicadores observables para un solo factor subyacente (i.e., transcripción). El IPAE está compuesto de tres formas paralelas (i.e., A, B y C), y se administró en tres ocasiones diferentes a 231 estudiantes españoles de primer grado durante el año escolar (inicio, medio y fin). Se concluye que el IPAE presenta una adecuada validez de constructo y equivalencia de medida que permite evaluar la habilidad de transcripción en primer grado a lo largo del tiempo.
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Derechos de autor 2023 Juan E. Jiménez, Eduardo García
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