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Development of Word-Specific Orthographic Awareness Test: A Study of Validity and Reliability

Year 2024, Volume: 12 Issue: 1, 52 - 68, 29.01.2024

Kasım Yıldırım Seçkin Gök

https://doi.org/10.16916/aded.1393602

Abstract

The aim of the study was to develop a test of word-specific orthographic awareness, which is an important variable affecting word recognition, reading fluency, and reading comprehension skills, at the primary school level and in the context of the Turkish language. Based on this purpose, an attempt was made to develop an orthographic awareness test at the word level. During the development process of the test, writing test items, conducting pilot applications, item analysis, validity and reliability studies were followed and presented as process steps. The sample of the research consisted of three 3rd grade classes (N = 111) of a public school in Şehzadeler district of Manisa province. Word-Specific Orthographic Awareness Test was used as a data collection tool in the study. This test includes a total of 40 items. The data obtained in the study was first entered into the Microsoft Excel program. Then, the data was transferred to IBM SPSS and Jamovi programs. Item and reliability analyses were performed on the data obtained. As a result of the calculations and reliability analyses regarding the item difficulty and distinctiveness indices, it was revealed that the word-level orthographic awareness test was a reliable and valid test that could evaluate reading skills and related cognitive structures at the primary school level in a more qualified way.

Keywords

Reading comprehension cognitive skills orthographic awareness word-specific orthographic awareness

References

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Kelime Düzeyinde Ortografik Farkındalık Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2024, Volume: 12 Issue: 1, 52 - 68, 29.01.2024

Kasım Yıldırım Seçkin Gök

https://doi.org/10.16916/aded.1393602

Abstract

Çalışmanın amacı kelime tanıma, akıcı okuma ve okuduğunu anlama becerilerini etkileyen önemli bir değişken olan ortografik farkındalığın ilkokul düzeyinde ve Türkçe bağlamında yapılandırılmış bir testini geliştirmektir. Bu amaç doğrultusunda kelime düzeyinde ortografik farkındalık testi geliştirilmeye çalışılmıştır. Testin geliştirilme sürecinde test maddelerinin yazılması, pilot uygulamalar yapılması, madde analizi, geçerlilik ve güvenirlik çalışmaları işlem basamakları olarak takip edilmiş ve sunulmuştur. Araştırmanın çalışma grubunu Manisa ili Şehzadeler ilçesinde bulunan bir devlet okulunun üç 3. sınıf şubesi (N=111) oluşturmuştur. Çalışmada veri toplama aracı olarak Kelime Düzeyinde Ortografik Farkındalık Testi kullanılmıştır. Bu testin uygulama formunda toplam 40 madde yer almıştır. Çalışmada elde edilen veriler önce Microsoft Excel programına girilmiştir. Daha sonra veriler IBM SPSS ve Jamovi programlarına aktarılmıştır. Elde edilen veriler üzerinde madde ve güvenirlilik analizleri gerçekleştirilmiştir. Yapılan madde güçlük ve ayırt edicilik indekslerine ilişkin hesaplamalar ve güvenirlik analizleri sonucunda, geliştirilen kelime düzeyinde ortografik farkındalık testinin ilkokul düzeyinde okuma becerisi ve ilişkili bilişsel yapıları daha nitelikli bir şekilde değerlendirilebilecek güvenilir ve geçerli bir test olduğu ortaya konulmuştur.

Keywords

Okuduğunu anlama bilişsel beceriler ortografik farkındalık kelime düzeyinde ortografik farkındalık

References

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  • Apel K. (2011). What is orthographic knowledge? Language, Speech, and Hearing Services in Schools, 42(4), 592-603. doi:10.1044/0161-1461(2011/10-0085)
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  • Apel, K., Wilson-Fowler, E. B., Brimo, D. ve Perrin, N. A. (2012). Metalinguistic contributions to reading and spelling in second and third grade students. Reading and writing, 25(6), 1283-1305. doi:10.1007/s11145-011-9317-8
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  • Aslan, A. (2021). 3.sınıf Türkçe ders kitabı. Ankara: Gizem Yayıncılık.
  • Babür, N. (2018). Özgül okuma bozukluğu: Tanımı, belirtiler ve eğitsel öneriler. Boğaziçi Üniversitesi Eğitim Dergisi, 35(2), 67-83.
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  • Barker T. A., Torgesen J. K. ve Wagner R. K. (1992). The role of orthographic processing skills on five different reading tasks. Reading Research Quarterly 27(4), 335-345.
  • Bekebrede, J., van der Leij, A. ve Share, D. L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133-165. doi:10.1007/s11145-007-9105-7
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Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Makaleler
Authors

Kasım Yıldırım 0000-0003-1406-709X

Seçkin Gök 0000-0001-6095-9828

Publication Date January 29, 2024
Submission Date November 20, 2023
Acceptance Date January 14, 2024
Published in Issue Year 2024Volume: 12 Issue: 1

Cite

APA Yıldırım, K., & Gök, S. (2024). Kelime Düzeyinde Ortografik Farkındalık Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Ana Dili Eğitimi Dergisi, 12(1), 52-68. https://doi.org/10.16916/aded.1393602

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