¿Qué variables determinan el nivel lector de un alumno en el segundo ciclo de Educación Primaria y cuál es su valor diagnóstico?

Abstract

The teacher’s role in the identifi cation of diffi culties in learning to read is essential for early detection. This study aimed to: determine the factors that distin- guish between readers who have a high and low level of reading ability in the second cycle of elementary school according to the criterion of teachers, and fi nd the diagnostic value of these variables. The BEL test was admin istered to 275 children. Results from logistic regression analysis revealed that performance on literal questions about text, concordance, orthography and pseudo-word reading tasks contributed signifi cantly to discriminate between good and poor readers. Analyses based on ROC curves linked the best diagnostic properties to pe rformance on concordance and orthography subtests and on literal responses t o questions about texts. This research shows a high agreement among the factors t hat teachers con- sidered relevant for reading skills and variables identifi ed as critical in psycholinguistic studies on the development of reading ability.