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Field Study of Validity and Reliability: Sistema de evaluación de la lectura (SEL)

The Sistema de Evaluación de la Lectura (Sistema), Grados K–2, Niveles A–N is a formative assessment of reading in Spanish comprised of 28 high-quality original titles, or books, divided evenly between fiction and nonfiction. The Sistema measures decoding, fluency, vocabulary, and comprehension skills in kindergarten through third grade (mid-third grade). The set of books, recording forms, and other materials is an assessment tool for teachers, literacy specialists, and clinicians to use in determining students' developmental Spanish reading levels for the purpose of informing instruction and documenting reading progress. The Sistema is the Spanish counterpart to the Fountas & Pinnell Benchmark Assessment System in English, published in 2007 (revised in 2010) to critical acclaim.

A formative evaluation of the Sistema was conducted to ensure that (1) the leveling of the texts is reliable, and (2) the reading scores are valid and accurately identify each student's reading level. Click on the links below to review the results.

Read Executive Summary here »
Read Full Report here »

BAS SEL Field Study Executive Summary
Resource Cover Image
This document is the Executive Summary of the Field Study of Reliability and Validity done on SEL. Field testing was conducted with 284 students enrolled in a socioeconomically, ethnically, and linguistically diverse group of seven schools from five geographic regions across the U.S. Determinations of each school’s socioeconomic status were made using federal guidelines for categorizing low-, middle-, and high SES schools. Students thus represented a cross-section of the major regions of the U.S., diverse socioeconomic levels and language backgrounds, and participated in programs for Spanish literacy instruction.
 

 

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BAS SEL Field Study Full Report
Resource Cover Image
This document is the full report of the Field Study of Reliability and Validity done on SEL. Field testing was conducted with 284 students enrolled in a socioeconomically, ethnically, and linguistically diverse group of seven schools from five geographic regions across the U.S. Determinations of each school’s socioeconomic status were made using federal guidelines for categorizing low-, middle-, and high SES schools. Students thus represented a cross-section of the major regions of the U.S., diverse socioeconomic levels and language backgrounds, and participated in programs for Spanish literacy instruction.
 

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