EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity

References

• ElliottSNGreshamFMFreemanTMcCloskeyGTeacher and observer ratings of children’s social skills: validation of the Social Skills Rating ScalesJ Psychoeduc Assess198862152161
   Google Scholar
• GerberMMSemmelMITeacher as imperfect test: reconceptualizing the referral processEduc Psychol1984193137148
   Google Scholar
• HogeRDColadarciTTeacher-based judgments of academic achievement: a review of literatureRev Educ ResFal1989593297313
   Web of Science ®Google Scholar
• SalingerTAssessing the literacy of young children: the case for multiple forms of evidenceNeumanSBDickinsonDKHandbook of Early Literacy ResearchNew YorkGuilford Press20021390418
   Google Scholar
• CabellSQJusticeLMZuckerTAKildayCRValidity of teacher report for assessing the emergent literacy skills of at-risk preschoolersLang Speech Hear Serv Sch200940216117319336834
   PubMed Web of Science ®Google Scholar
• SchatschneiderCPetscherYWilliamsKMHow to evaluate a screening process: the vocabulary of screening and what educators need to knowJusticeLMVukelichCAchieving Excellence in Preschool Literacy InstructionNew YorkGuilford Press2008304316
   Google Scholar
• SnowlingMJDuffFPetrouASchiffeldrinJBaileyAMIdentification of children at risk of dyslexia: the validity of teacher judgements using ‘Phonic Phases’J Res Read52011342157170
   Web of Science ®Google Scholar
• SnowlingMJHulmeCAnnual research review: the nature and classification of reading disorders – a commentary on proposals for DSM-5J Child Psychol Psychiatry201253559360722141434
   PubMed Web of Science ®Google Scholar
• PinheiroAMVHeterogeneidade entre leitores julgados competentes pelas professorasHeterogeneity among readers judged as competent by teachersPsicol Refl Crít2001143537551 Brazilian Portuguese
   Google Scholar
• PinheiroAMVCostaAEBOs passos da construção da Escala de Avaliação de Competência de Leitura de alunos pelo professor – EACOLThe development of the Scale of Evaluation of Reading Competence by the Teacher – EACOLPaper presented at: VII Internacional de Investigação em Leitura, Literatura Infantil e Ilustração Meeting2012 Sep 17–19Braga, Lisbon Portuguese
   Google Scholar
• PinheiroAMVCostaAEBEscala de avaliação de competência em leitura pelo professorScale of Evaluation of Reading Competency by the TeacherPaper presented at: VII Encontro Mineiro de Avaliação Psicológica2005Belo Horizonte, Brazil Brazilian Portuguese
   Google Scholar
• De SallesJFParenteMAMPRelação entre desempenho infantil em linguagem escrita e percepção do professorChildren’s performance in written language and perception of teacherCad Pesqui200737132687709 Brazilian Portuguese
   Google Scholar
• PinheiroAMVValidação e Estabelecimento de Normas de Uma Prova Computadorizada de Reconhecimento de Palavras Para CriançasBelo HorizonteFederal University of Minas Gerais2012 SHA – APQ-01914–09
   Google Scholar
• UrbinaSEssentials of Psychological TestingHobokenJohn Wiley & Sons2004
   Google Scholar
• PasqualiLWechslerSBensusanEMatrizes Progressivas do Raven Infantil: um estudo de validação para o BrasilRaven’s Colored Progressive Matrices for Children: a validation study for BrazilAval Psicol20021295110 Brazilian Portuguese
   Google Scholar
• RavenJRaven’s Progressive Matrices and Vocabulary ScalesLondonHK Lewis1986
   Google Scholar
• WechslerDWISC-III: Wechsler Intelligence Scale for ChildrenSan AntonioThe Psychological Corporation1991
   Google Scholar
• GoodmanRThe Strengths and Difficulties Questionnaire: a research noteJ Child Psychol Psychiatry19973855815869255702
   PubMed Web of Science ®Google Scholar
• PinheiroAMVContagem de Frequência de Ocorrência de Palavras Expostas a Crianças na Faixa Pré-escolar e Séries Iniciais do 1° GrauCount Frequency of Word Occurrence Amongst Preschoolers and Elementary School ChildrenSao Paulo (SP)Associação Brasileira de Dislexia1996 Brazilian Portuguese
   Google Scholar
• PinheiroAMVAnexo 2Sim-SimIViannaFLPara a Avaliação do Desempenho de LeituraReading Achievement Performance EvaluationLisbonGabinete de Estatística e Planeamento da Educação2007121131 Brazilian Portuguese
   Google Scholar
• CapovillaAGSCapovillaFCProva de consciência fonológica: desenvolvimento de dez habilidades da pré-escola à segunda sériePhonological Awareness Test: development of ten abilities from preschool to third gradeTemas Desenvolv19987371420 Brazilian Portuguese
   Google Scholar
• LazarsfeldPFHenryNWLatent Structure AnalysisBostonHoughton Mifflin1968
   Google Scholar
• EngelmannLFerreiraMIDCAvaliação do processamento auditivo em crianças com dificuldades de aprendizagemAuditory processing evaluation in children with learning difficultiesRev Soc Bras Fonoaudiol20091416974 Brazilian Portuguese
   Google Scholar
• CloggCCLatent Class ModelsNew YorkPlenum1995
   Google Scholar
• EverittBSHandDJFinite mixture distributionsCoxDRIshamNKeidingTMonographs on Applied Probability and StatisticsLondonChapman and Hall1981
   Google Scholar
• MagidsonJVermuntJLatent class models for clustering: A comparison with K-meansCanadian Journal of Marketing Research20022013744
   Google Scholar
• MuthénLMuthénBStatistical Analysis with Latent Variables: User’s Guide4th edLos AngelesMuthén & Muthén19982011
   Google Scholar
• RickettsJResearch review: reading comprehension in developmental disorders of language and communicationJf Child Psychol Psychiatry2011521111111123
   PubMed Web of Science ®Google Scholar
• HatcherPJHulmeCPhonemes, rhymes, and intelligence as predictors of children’s responsiveness to remedial reading instruction: evidence from a longitudinal intervention studyJ Exp Child Psychol19997221301539927526
   PubMed Web of Science ®Google Scholar
• BennettREGottesmanRLRockDACerulloFInfluence of behavior perceptions and gender on teachers’ judgments of students’ academic skillJ Educ Psychol1993852347356
   Web of Science ®Google Scholar