PRELEC: A Curriculum-Based Screening Tool for Early Identification of Reading Disabilities in the Context of Socioeconomic and Gender Disparities in Chile

Curriculum-based measurement (CBM) tools for early reading remain largely unvalidated in Latin American contexts, limiting the availability of evidence-based screening instruments for intervention decision-making. This study examined the technical adequacy and screening utility of PRELEC ( Predictores de Lectura para la Identificacion Temprana ), a CBM battery designed to support early reading intervention decisions for first-grade Chilean children. A total of 738 students from low–, middle–, and high–socioeconomic status (SES) backgrounds completed five PRELEC tasks across three waves during first grade, with a standardized reading criterion administered 1 year later. Analyses provided evidence based on internal structure, relations to other variables, and classification accuracy, consistent with current test validation standards. Results supported a stable unidimensional structure across waves, with full measurement invariance across sex and partial invariance across SES and time. Latent mean analyses revealed no sex differences but persistent, large SES disparities from school entry. Classification accuracy ranged from acceptable to outstanding (area under the curve [AUC] = .72–.91), with composite scores consistently outperforming individual indicators. Findings support PRELEC as a valid and equitable screening tool for identifying students at risk for reading disabilities, with direct implications for intervention placement decisions within tiered instructional frameworks and the Chilean regulatory context.