Internal Structure, Invariance, and Brief Version of the Word and Pseudowords Reading Test (LPI) in Children

Authors

DOI:

https://doi.org/10.15448/1984-4301.2025.1.47866

Keywords:

Reading, Dual-route model., Transparent Orthography, Neuropsychological Assessment, Computerized Test

Abstract

Reading is an essential skill for academic development, and its evaluation and monitoring throughout elementary school in Brazil are relevant for identifying difficulties, promoting interventions, and assessing responses to them. Oral reading assessment in Brazilian children can be interdisciplinary evaluated by the isolated Word and Pseudoword Reading Test, LPI (Salles et al., 2017). This study investigates the LPI's internal structure, assessing the suitability of unidimensional and bidimensional models via Confirmatory Factor Analysis (CFA), the equivalence between paper-and-pencil and digital modalities, and the creation of a brief version based on Item Response Theory (IRT). The results indicate a better fit for a unidimensional model, suggesting that, in transparent orthographies like Brazilian Portuguese, the distinction between phonological and lexical routes may be less evident for children from the 1st to 7th grades of Elementary School. The invariance analysis demonstrated equivalence between the application modalities, validating the test's digital use. The reduced version, with 20 items, maintained the original instrument's psychometric robustness. These findings contribute to neuropsychology, psycholinguistics, and education by validating a suitable test for large-scale assessment, promoting the identification of reading difficulties. The computerized LPI represents an advancement for accessible and efficient evaluations, ensuring greater equity in the diagnosis of school difficulties.

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Author Biographies

João Guilherme Midões Izidoro, Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil.

Psychologist (Federal Rural University of Rio de Janeiro – UFRRJ), Master's and Doctoral candidate in Psychology (Federal University of Rio Grande do Sul – UFRGS). Member of the Center for Studies in Cognitive Neuropsychology (NEUROCOG).

Gabriella Koltermann, Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil.

Psychologist (Federal University of Santa Maria - UFSM), Master's, PhD and Post-Doctorate in Psychology (Federal University of Rio Grande do Sul – UFRGS). Member of the Center for Studies in Cognitive Neuropsychology (NEUROCOG).

Cristian Zanon, Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil.

Psychologist (Federal University of Santa Maria – UFSM), Master's, PhD, and Post-Doctorate in Psychology (Federal University of Rio Grande do Sul – UFRGS). Professor of Psychology at the Federal University of Rio Grande do Sul. Coordinator of the Psychometrics Center.

Jerusa Fumagalli de Salles, Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil.

Speech-Language Pathologist (Federal University of Santa Maria – UFSM), Master's and PhD in Psychology (Federal University of Rio Grande do Sul – UFRGS). Full Professor of Psychology at the Federal University of Rio Grande do Sul. Coordinator of the Center for Studies in Cognitive Neuropsychology – NEUROCOG.

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2025-12-19

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Midões Izidoro, J. G., Koltermann, G., Zanon, C., & Salles, J. F. de. (2025). Internal Structure, Invariance, and Brief Version of the Word and Pseudowords Reading Test (LPI) in Children. Letrônica, 18(1), e47866. https://doi.org/10.15448/1984-4301.2025.1.47866

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Vol. 18 No. 1 (2025): Single Volume - Continuous flow

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THE DEVELOPMENT OF (A)TYPICAL READING AND WRITING IN MONOLINGUISTIC AND BILINGUAL PEOPLE IN THE LIGHT OF PSYCHOLINGUISTICS

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Copyright (c) 2025 João Guilherme Midões Izidoro, Gabriella Koltermann, Cristian Zanon, Jerusa Fumagalli de Salles

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