Validity of Response Processes and Convergent Validity of a Software for Assessing and Monitoring Decoding in Elementary School Students

This study investigated the validity of the Decoding Development Monitoring Protocol (PRADE), a software-based assessment tool for decoding skills in elementary school students. Decoding, a crucial foundational reading skill, was assessed through the administration of word and nonword reading tasks (Alves et al., 2021; Chaves-Sousa et al, 2017; Cogo-Moreira et al., 2023). Two hundred fifty students from both public and private schools participated. Data were collected using the PRADE software, which records decoding accuracy and speed. Response process validity was examined by analyzing performance differences between students from different school backgrounds and across grade levels. Convergent validity was assessed by comparing PRADE scores with those of the School Performance Test (TDE), a well-established measure of reading proficiency.The findings supported the validity of the PRADE. Significant differences in decoding performance were observed between students from different school contexts and across grade levels, demonstrating the sensitivity of the instrument to individual differences. Furthermore, strong correlations were found between PRADE scores and TDE scores, indicating good convergent validity. These results provide strong evidence for the validity of the PRADE as a reliable tool for assessing decoding skills in elementary school students. The software`s ability to efficiently and objectively measure decoding performance has significant implications for both clinical and educational settings. Early identification of decoding difficulties through the use of such tools can facilitate timely interventions and improve reading outcomes for children.

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