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The purpose of this work was to collect construct and criterion-related evidence of validity for a reading comprehension test (TCL - Teste de Compreensão da Leitura) with three vertically scaled forms, designed to assess students from second, third and fourth grade. Two studies were conducted. In the first (n = 1,229), a confirmatory factor analysis was performed to analyse the test dimensionality. In the second (n= 402), concurrent and predictive evidence of validity was analysed usingdoi:10.7334/psicothema2012.288 pmid:23910755 fatcat:2hzg7fjwircptjwbrj3rl7w3tm