Proposal of standards for Reading Comprehension Multidimensional Battery

Adriana Satico Ferraz; Acácia Aparecida Angeli Santos; Ana Paula Porto Noronha; Leandro S. Almeida

doi:10.22235/cp.v17i2.2852

Authors

Adriana Satico Ferraz Centro de Ensino Unificado de Brasília https://orcid.org/0000-0002-9856-0094
Acácia Aparecida Angeli Santos Universidade São Francisco https://orcid.org/0000-0002-8599-7465
Ana Paula Porto Noronha Universidade São Francisco https://orcid.org/0000-0001-6821-0299
Leandro S. Almeida Universidade do Minho https://orcid.org/0000-0002-0651-7014

DOI:

https://doi.org/10.22235/cp.v17i2.2852

Keywords:

self-regulated learning, reading comprehension, motivation, fundamental education, psychoeducational assessment

Abstract

The main aim of this research was to establish preliminary standards for the Self-Regulation for Reading Comprehension Multidimensional Battery (BAMA-Reading), consisting of nine scales. The study sample comprised 910 Middle School students from Brazilian public schools. Norms for the BAMA-Reading scales, which have a Likert-type response format, were established based on percentiles, with the sample classified into four subgroups divided by gender, repetition history, and school year. For the EAC-CL (Educational Assessment Battery for Reading Comprehension and Learning), whose response format differs from the other scales in the battery, separate standards were established. It was found that not all scales in the battery demonstrated measurement invariance for gender, repetition history, and school year. Variances were identified in the EAC-CL concerning these variables. The results suggest caution when applying group comparison analyses in BAMA-Reading. Future studies on the battery should involve new samples and employ advanced statistical techniques to establish more definitive standards.

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