Resumen:
Objective: To check the predictive efficacy of subsequent reading difficulties of the Test for the early detection of difficulties in learning to read and write and the Battery for initiation to reading (BIL 3-6). Method: Both instruments were applied to students in the 2nd year of Preschool (107 participants for the Early Detection Test and 209 for the BIL 3-6), and 2 years later their reading was evaluated by reading Words and Pseudowords of the Prolec-R and Text IB of the TALE. An assessment of the participants¿ learning was also obtained from the teachers. Results: The sensitivity (S) and specificity (E) of both instruments were calculated based on the groupings of the students based on the results in the 3 reading tasks: good and poor readers from pc 16. Neither of the two instruments examined reach appropriate values of S and E. If an appropriate value of S is taken a priori to ensure that students at risk of difficulties are identified, then the E is very low, and therefore the number of false positives makes it impossible successful educational decisions. The general assessment of the teaching staff on the learning of each participant shows a similar predictive capacity as both instruments.
