Logogenia and narrative text comprehension. The construction of calibrated tests for Primary School

Abstract

This paper explores the procedure for construction a set of calibrated tests for Primary School to evaluate the students’ comprehension test ability. Each grammatical structure is investigated using four different difficulty levels. The items verify the identification of implicit and grammatical information (the internal narrator, the referents of the direct/indirect object complement pronouns and the implied subject) on which the Logogenia approach to test comprehension typically focuses.