[en] The LolEva test for the assessment of Phonological Awareness (PA) and Initial Reading Competence (ILC) is a computerised instrument aimed at identifying the existence of problems in the development of skills that could lead to difficulties in learning to read. Previous analyses of its psychometric properties with a sample aged between 3 and 8 years showed high reliability, good item discrimination, and the presence of three factors that explained 75% of the variance: performance in PA, CLI, and word reading times. In a first phase, and with the results obtained in a later sample of 343 children aged 3 to 6 years old in public and state-subsidised schools, the resulting model was subjected to a Confirmatory Factor Analysis (CFA). The results provide evidence in support of the reliability and construct validity of the test and support the relationship of continuity between the development of phonological awareness and learning to read. In a second phase, the aim was to evaluate the usefulness of the Children's Executive Functioning Questionnaire (CHEXI), originally designed to identify children at risk for attention deficit hyperactivity disorder (ADHD), in predicting the level of development of phonological awareness and early reading competence in early childhood education. 155 children aged 3-6 years in the second cycle of kindergarten were assessed using the CHEXI (a teacher-reported assessment of Executive Functioning) and the LolEva Test for Oral and Written Language Assessment (a computer-based test designed to jointly assess phonological awareness and early reading proficiency). The results showed that Executive Functioning is significantly related to Phonological Awareness as a whole, and to the automaticity of the grapheme-phoneme conversion processes with which learning to read begins. Similarly, Executive Functioning appears to be a reasonable predictor of the possible existence of learning to read difficulties.

[gl] A proba de avaliación da Conciencia Fonolóxica (CF) e a Competencia Lectora Inicial (CLI) LolEva, é un instrumento informatizado dirixido a identificar a existencia de problemas no desenvolvemento de habilidades que puidesen levar dificultades na aprendizaxe da lectura. As análises precedentes das súas propiedades psicométricas cunha mostra entre os 3 e os 8 anos de idade mostraban unha alta fiabilidade, boa discriminación dos ítems, así como a presenza de tres factores que explicaban un 75% da varianza: rendemento en CF, CLI, e tempos de lectura de palabras. Nunha primeira fase, e cos resultados obtidos nunha mostra posterior de 343 nenos e nenas de 3 a 6 anos escolarizados en centros públicos e concertados, someteuse o modelo resultante a unha Análise Factorial Confirmatoria (AFC). Os seus resultados achegan evidencia en apoio da fiabilidade e validez de constructo da proba e apoian a relación de continuidade entre o desenvolvemento da conciencia fonolóxica e a aprendizaxe lectora. Nunha segunda fase, o obxectivo foi avaliar a utilidade do Cuestionario de Funcionamento Executivo en Nenos (CHEXI), orixinalmente deseñado para identificar aos nenos en risco de padecer Trastorno por Déficit de Atención con Hiperactividade (TDAH), para predicir o nivel de desenvolvemento da conciencia fonolóxica e a competencia lectora inicial en educación infantil. Con este fin foron avaliados 155 nenos con idades comprendidas entre os 3 e os 6 anos que cursaban segundo ciclo de educación infantil a través do CHEXI (unha avaliación do Funcionamento Executivo informada o profesor) e da proba LolEva para a Avaliación da Linguaxe Oral e Escrita (unha proba informatizada deseñada para avaliar conxuntamente a conciencia fonolóxica e a competencia lectora inicial). Os resultados mostraron que o Funcionamento Executivo relaciónase significativamente coa Conciencia Fonolóxica no seu conxunto, e coa automatización dos procesos de conversión grafema-fonema con que se inicia a aprendizaxe da lectura. De igual modo, o funcionamento executivo parece ser un predictor razoable da posible existencia de dificultades de aprendizaxe lectora.