Psychology & Neuroscience, Vol 18(1), Mar 2025, 1-22; doi:10.1037/pne0000352Objective: This study describes the construction and evidence of content validity of the Reading and Writing Neuropsychological Instruction program (Instrução Neuropsicológica da Leitura e da Escrita [INELE]). This program aims to improve children’s reading and writing skills in classrooms in early grades. Method: The INELE was developed through five stages, namely, literature review, activity creation, interrater analysis, educator input, and finalization. Interrater agreement was assessed using the content validity index, with experts and educators evaluating sections and sessions independently, leading to the creation of the final version. Results: After interrater analyses and evaluation by school educators, the final version of the INELE comprises 25 sessions organized into two sections: (a) phonological awareness and grapheme–phoneme correspondence and (b) text reading comprehension and text reading fluency. Conclusions: The INELE is a useful evidence-based intervention for reading and writing instruction in classrooms and for training of underlying cognitive processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
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