Validación y adaptación española de la escala Shell de evaluación del inicio de la escritura en 4 y 5 años

  1. Mª Dolores Gil-Llario 1
  2. Roberta Ceccato 1
  3. Mª Isabel Marí-Sanmillán 2
  1. 1 Universitat de València, España
  2. 2 Universidad CEU Cardenal Herrera de Valencia, España
Revista:
Revista de Psicología Clínica con Niños y Adolescentes

ISSN: 2340-8340

Año de publicación: 2018

Volumen: 5

Número: 2

Páginas: 55-60

Tipo: Artículo

DOI: 10.21134/RPCNA.2018.05.2.8 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de Psicología Clínica con Niños y Adolescentes

Objetivos de desarrollo sostenible

Resumen

Validation and Spanish adaptation of the Shell scale to evaluate emergent writing skills for children aged 4 and 5. In literature there are very few works that analyze the skills that are the basis of the development of writing. Likewise, very few scales assess such as early writing skills at very early ages. Of them, the SHELL (School-Home Early Language and Literacy assessment) stands out for its early application. However, this test lacks of a robust validation in Spain. The objective of this work was to propose a factorial analysis and to validate the subscales related to the evaluation of the emerging writing skills using the SHELL test. The instrument was applied to 442 children (219 aged 4 and 223 aged 5), who were respectively in the 2nd and 3rd year of kindergarten. After analyzing the sample distribution and having determined its suitability, the EFC and CFA developed allowed to emphasize a factorial structure of the test of two factors: a first factor in which saturate the components of “letters” and “reading” of the presented words, and a second factor in which we only find the “ordering” variable of administered stimulus words. The analysis of the reliability of the scale highlighted satisfactory indices in both factors. This allows us to affirm not only that the scale presents a good internal consistency, but also that it is a reliable and robust test for the evaluation of the emerging writing learning.

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