Article

O teste de Cloze na avaliação da compreensão em leitura

Psicologia: Reflexão e Crítica 01/2002; DOI: 10.1590/S0102-79722002000300009
Source: DOAJ

ABSTRACT Este trabalho investigou as propriedades psicométricas de um instrumento de avaliação da compreensão em leitura utilizando a técnica de Cloze. Participaram 612 estudantes ingressantes de quatro cursos de uma universidade particular, cuja tarefa era preencher a lacuna do texto com a palavra que julgassem mais apropriada. Observou-se um bom ajuste ao modelo de dois parâmetros da Teoria de Resposta ao Item, sendo que a escala formada pela soma do número de lacunas corretamente completadas provou possuir consistência interna alta (KR-20 = 0,84). Os itens formaram dois grupos em razão da dificuldade: um grupo com itens muito fáceis e outro com itens muito difíceis. Parte da variabilidade dos índices de dificuldade pôde ser explicada pela classe gramatical da palavra a ser descoberta (r=0,62, p <0,001). Do maior ao menor nível de complexidade foram observados: adjetivos, verbos, advérbios, substantivos, pronome, preposição e artigo. Analisando-se os processos cognitivos que poderiam explicar as diferenças de dificuldade correlacionadas com as classes gramaticais e aliando-se a aplicação da Teoria de Resposta ao Item (TRI), discutiu-se o avanço das interpretações de proficiência em leitura referenciadas nos itens.

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