Design and validation of a universal literacy screening tool for Catalan-speaking children

This study describes the design, development, and piloting of a universal literacy screening tool for Catalan-speaking students (Grades 1–4) within a Multi-Tiered System of Support (MTSS) framework. The instrument aims to support early identification of students at risk of reading difficulties through an evidence-based approach aligned with the school curriculum. The development followed a multi-phase process, including theoretical conceptualization, expert validation, and two pilot studies (Pilot 1, n = 178; Pilot 2, n = 336). The instrument assesses phonological awareness, alphabetic knowledge, lexical processes, reading fluency, comprehension, and spelling processes. Psychometric analyses examined item difficulty, point-biserial discrimination, internal consistency (Cronbach's alpha), and convergent validity. Results from Pilot 1 supported item refinement and provided initial evidence of convergent validity with established measures. Subsequently, Pilot 2 showed improved point-biserial item discrimination and high internal consistency ( α > .80). Findings indicate that the C-DLec is a reliable and efficient tool for early literacy screening in Catalan educational contexts, supporting data-driven decision-making and prevention of academic difficulties.