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To develop text comprehension assessments, based on stimuli control relations present during reading, enables to give support to program individualized teaching procedures to Elementary School students. The present study aimed to test an alternative text comprehension assessment from the Brazil Proof, called Reading and Writing Diagnostic (DLE-3) of different textual genres. This assessment has four categories of analysis considering the relationship between the excerpts of texts and the multiple-choice questions (reading), and five categories of analysis for the essay questions (writing). This assessment was elaborated considering the descriptors that are used in the Brazil Proof, as well as structural aspects that would guarantee to evaluate levels of comprehension that required varied complexity. The DLE-3 was applied to 194 students from 3rd and 5th grades of public schools. Both groups of students in 3rd and 5th grades presented deficient performances, indicating greater difficulties for the questions that required inferential answers, and demonstrated little point-to-point text correspondence in the essay questions. It was observed a continuum in terms of difficulty regarding the categories analyzed. The assessment also enables to analyze the student’s repertoires in an individualized way. It is suggested to use it as a follow-up tool of the progress regarding reading and writing of text comprehension for students in the literacy phase to plan individualized interventions.
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