Resumo

CHIMENTI, María de los Ángeles; DIFALCIS, Micaela  e  ABUSAMRA, Valeria. Assessment of Early Literacy in Spanish: A Systematic Review. Pág. Educ. [online]. 2025, vol.18, n.2, e4451.  Epub 01-Dez-2025. ISSN 1688-7468.  https://doi.org/10.22235/pe.v18i2.4451.

This study aims to identify the instruments used in empirical research to assess reading and writing skills in Spanish-speaking children attending the early grades of primary education in Latin America. A systematic review of the literature published between 2000 and 2024 was conducted. A total of 92 studies met the inclusion criteria and allowed for the identification of 23 assessment instruments. In general, the reviewed instruments consist of batteries comprising various tasks that evaluate components recognized as central to the development of reading and writing. Within the Latin American context, it is essential to continue developing theoretically grounded instruments that address the linguistic particularities of the different varieties of Spanish, and that are supported not only by psychometric studies but also by normative data obtained from local populations

Palavras-chave : reading; writing; Latin America; primary education; Spanish.

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