Design and validation of a universal literacy screening tool for Catalan-speaking children

Bibliographic Data

ID22166163
AuthorsClàudia Roca (0000-0002-8706-1505, Fundació Privada Clínic per a La Recerca Biomèdica), Marta Sanz (0009-0004-7933-1298, Fundació Privada Clínic per a La Recerca Biomèdica), Cristina Cano (Fundació Privada Clínic per a La Recerca Biomèdica), Víctor Vílchez (Fundació Privada Clínic per a La Recerca Biomèdica), Aina Pujol (Fundació Privada Clínic per a La Recerca Biomèdica), Cristina Benlloch (Fundació Privada Clínic per a La Recerca Biomèdica), Sara Montore (Fundació Privada Clínic per a La Recerca Biomèdica), Llorenç Andreu (0000-0001-8568-2511, Universitat Oberta de Catalunya)
Year2026
Volume11
Publication date2026-06-12
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1844266
OpenAlexW7164492551
LanguageEN
References cited43

This study describes the design, development, and piloting of a universal literacy screening tool for Catalan-speaking students (Grades 1–4) within a Multi-Tiered System of Support (MTSS) framework. The instrument aims to support early identification of students at risk of reading difficulties through an evidence-based approach aligned with the school curriculum. The development followed a multi-phase process, including theoretical conceptualization, expert validation, and two pilot studies (Pilot 1, n = 178; Pilot 2, n = 336). The instrument assesses phonological awareness, alphabetic knowledge, lexical processes, reading fluency, comprehension, and spelling processes. Psychometric analyses examined item difficulty, point-biserial discrimination, internal consistency (Cronbach's alpha), and convergent validity. Results from Pilot 1 supported item refinement and provided initial evidence of convergent validity with established measures. Subsequently, Pilot 2 showed improved point-biserial item discrimination and high internal consistency ( α > .80). Findings indicate that the C-DLec is a reliable and efficient tool for early literacy screening in Catalan educational contexts, supporting data-driven decision-making and prevention of academic difficulties

Convergent validity · Internal consistency · Literacy · Phonics · Spelling · Educational and Psychological Assessments · Language Development and Disorders · Reading and Literacy Development