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El presente articulo expone los resultados del diseno y la construccion de una prueba diagnostica de comprension de lectura literal e inferencial, para estudiantes de escuelas publicas de III grado de la Educacion General Basica, correspondientes a la Direccion Regional de San Jose, Costa Rica, realizada en el ano 2009. Se trabajo con una muestra aleatoria de 406 estudiantes. La prueba esta compuesta por 30 items, divididos en tres niveles de complejidad (facil, intermedio y avanzado), segun el criterio de personas juezas y los resultados obtenidos en el analisis. Se utilizaron los supuestos teoricos del Modelo de Rasch para el analisis de los resultados sobre confiabilidad y validez de los items, asi como de la habilidad de las personas. Los resultados evidenciaron un desajuste constante en el 50% del grupo de personas examinadas, asi como veinticuatro items con una alta confiabilidad (0.98). La media de dificultad de la prueba se ubico por debajo de la media de habilidad de las personas examinadas. Un 98% del grupo de participantes se ubico en los niveles de habilidades intermedias y altas, en la resolucion de items que miden la comprension de lectura literal e inferencial. This paper presents the results of the design and validation of a diagnostic test of literal and inferential reading comprehension was made on 2009. The test was designed for III grade General Basic Education students, Regional Direction of San Jose, Costa Rica. The study was done with a random sample of 406 students. The test consists of 30 items, divided into three levels of complexity (easy, intermediate and advanced), according to the criteria of expert judges and the results obtained in the analysis. The theoretical assumptions of the Rasch Model were used for the analysis of the results on the reliability and validity of the items, as well as on the ability of the individuals. The results show a continuing gap in 50% of persons examined and twenty-four items with high reliability (0.98). The mean difficulty of the test was below the average ability of participants. 98% of the group of students were located in intermediate and high skills levels in the resolution of items that measure literal and inferential reading comprehension.

Construcción y validación de una prueba de comprensión de lectura mediante el modelo de Rasch