Evidence of content validity and internal consistency for a reading comprehension questionnaire administered to 10th-grade students
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Abstract
Reading comprehension is a key competence for school learning and requires technically supported instruments for its assessment. The objective of the study was to determine the evidence of content validity and internal consistency of a reading comprehension questionnaire for students in the tenth year of higher basic education. A quantitative, instrumental and descriptive study was developed. The instrument consisted of 20 open questions organized into literal, inferential and critical levels, assessed through an analytical rubric. The validity of the content was established with five expert judges and the internal consistency was estimated in a pilot test with 30 students. In addition, the questionnaire was applied as a pre-test and post-test to 76 students. The results reported Aiken's V = 0.96, Cronbach's alpha = 0.906, and McDonald's omega = 0.911. It is concluded that the instrument presents favorable initial evidence to evaluate reading comprehension in the context studied.
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