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In today's society, success in different aspects of life depends largely on reading skills. The study of reading comprehension is therefore essential for the prevention and diagnosis of reading difficulties, as well as for evaluating the effects of intervention programs. It is in this context that the construction and validation of the Reading Comprehension Inventory (ICTML) for 3rd grade students in the 1st cycle of basic education takes place. This test includes a narrative text and an informative text. The items consist of multiple-choice questions that assess literal comprehension, inferential comprehension, information reorganization, and critical comprehension. This paper presents the results of the analysis of the items, the distribution of results, the internal consistency, and the concurrent and discriminant validity of the ICTML. In addition, it reflects on the process of constructing and validating this test and its usefulness in assessing reading comprehension.
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