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Research Article
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A Study on Validity and Reliability of the Literacy Assessment Battery (LAB) Developed for Primary School Children

Year 2021, Volume: 9 Issue: 3, 740 - 770, 26.07.2021

Cevriye Ergül , Meral Çilem Ökcün Akçamuş , Gözde Akoğlu Burcu Kılıç Ergül Demir

https://doi.org/10.16916/aded.874262
Cited By: 5

Abstract

In this study, the aim was to analyze the validity and reliability of the Literacy Assessment Battery (LAB), developed to assess the reading, reading comprehension, and writing skills of children attending primary school and to determine whether they have difficulties in these areas. The study also aimed to establish cut-off intervals and evaluation criteria for LAB’s scores. Participants consist of 1177 children attending the 1st--4th grades of primary school. While socioeconomic status of the participants was determined with the SES Index Parent Information Form, literacy skills were assessed using LAB. In the analyzes, first the validity and reliability of LAB was examined and then the cut-off intervals to evaluate the performance were determined. As a result of the analysis, it was found that LAB had content validity, had a three-factor structure (reading, reading comprehension, and writing) with high model fit indexes for each grade level, and significantly discriminated lower and upper groups at all grade levels. In the reliability analysis of the battery, it was found that the internal consistency coefficient was at a good level, the test-retest correlations, and the correlation coefficients of the equivalence of the A and B forms were also high. In addition, cut-off intervals were determined at all grades in order to make a five-level evaluation of the performance as “very low, low, medium, high, and very high”.

Keywords

Literacy Assessment Battery LAB validity reliability cut-off points evaluation criteria

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İlkokul Çocuklarına Yönelik Geliştirilmiş Okuma Yazma Değerlendirme Bataryasının (OYAB) Geçerlik ve Güvenirlik Çalışması

Year 2021, Volume: 9 Issue: 3, 740 - 770, 26.07.2021

Cevriye Ergül , Meral Çilem Ökcün Akçamuş , Gözde Akoğlu Burcu Kılıç Ergül Demir

https://doi.org/10.16916/aded.874262
Cited By: 5

Abstract

Bu araştırmada ilkokula devam eden çocukların, okuma, okuduğunu anlama ve yazma becerilerini ölçmek ve bu alanlarda güçlük yaşayıp yaşamadıklarını belirlemek amacıyla geliştirilmiş olan Okuma Yazma Değerlendirme Bataryasının (OYAB) geçerlik ve güvenirliğinin belirlenmesine yönelik analizlerinin yapılması ve kesme aralıkları ile değerlendirme ölçütlerinin belirlenmesi amaçlanmıştır. Araştırmanın katılımcıları ilkokul 1, 2, 3 ve 4. sınıflara devam eden 1177 çocuktan oluşmaktadır. Katılımcıların sosyoekonomik düzeyleri SED İndeksi Ebeveyn Bilgi Formuyla, okuma yazma becerileri ise OYAB ile değerlendirilmiştir. Analizlerde öncelikle OYAB’ın geçerlik ve güvenirliği incelenmiş, ardından performansı değerlendirmeye yönelik kesme aralıkları belirlenmiştir. Analizler sonucunda OYAB’ın kapsam geçerliğine sahip olduğu, üç faktörlü (okuma, okuduğunu anlama, yazma) bir yapısının olduğu ve bu yapının model uyum indekslerinin her bir sınıf düzeyi için yüksek düzeyde olduğu ve tüm sınıf düzeylerinde alt üst grupları ayırıcılığının yüksek olduğu bulunmuştur. Bataryanın güvenirlik analizlerinde iç tutarlılık katsayısının iyi düzeyde olduğu, test tekrar-test korelasyonları ile A ve B formlarının eş değerlik anlamında korelasyon katsayılarının da yüksek olduğu belirlenmiştir. Ek olarak, bataryanın tüm sınıf düzeylerinde performansa ilişkin “çok düşük, düşük, orta, yüksek, çok yüksek” şeklinde beş düzeyli bir değerlendirme yapılabilmesi için kesme noktaları ve aralıkları belirlenmiştir.

Keywords

Okuma Yazma Değerlendirme Bataryası OYAB geçerlik güvenirlik kesme aralıkları değerlendirme ölçütleri

References

  • Afflerbach, P. (2005). National Reading Conference policy brief high stakes testing and reading assessment executive summary. Journal of Literacy Research, 37(2), 151-162.
  • Afonso, O., Connelly, V., ve Barnett, A. L. (2019). Struggling with writing: An examination of writing difficulties in specific language impairment, developmental dyslexia and developmental coordination disorder. C.Perret ve T. Olive (Eds.), Spelling and Writing Words: Theoretical and Methodological Advances (pp. 112-127). Brill.
  • Akyol, H. (2015). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem Akademi Yayıncılık.
  • Akyol, H., ve Sever, E. (2018). Okuma yazma güçlüğü ve bir eylem araştırması: İkinci sınıf örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 685-707.
  • Babür, N., Haznedar, B., Erçetin, G., Özerman, D., ve Çekerek, E. (2011). Türkçe’ de Kelime Okuma Bilgisi Testi’nin geliştirmesi. (KOBİT). Boğaziçi Üniversitesi Eğitim Dergisi, 28(2), 1-21.
  • Ball, C. R., ve O’Connor, E. (2016). Predictive utility and classification accuracy of oral reading fluency and the measures of academic progress for the Wisconsin knowledge and concepts exam. Assessment for Effective Intervention, 41, 195–208.
  • Boscolo, P. (2008). Writing in primary school. C. Bazermen (Ed.), Handbook of research on writing: History, society, school, individual, text (pp.293-309). L. Erlbaum Associates.
  • Breznitz, Z. (2005). Fluency in reading: Synchronization of processes. Lawrence Erlbaum Associates.
  • Burns, S. M., Kidd, J. K., ve Genarro, T. (2010). Writing: Underutilized for young children with disabilities? Scruggs, T. E. ve Mastropieri, M. A. (Eds.) Literacy and Learning (pp. 175-204). Emerald Group Publishing Limited.
  • Caglar‐Ryeng, Ö., Eklund, K., ve Nergard‐Nissen, T. (2019). Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry: A cross‐lagged analysis. Journal of Child Language, 46(6), 1102–1126.
  • Chard, D. J., Vaughn, S., ve Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406.
  • Chow, B. W. Y., McBride-Chang, C., ve Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97(1), 81-87.
  • Christ, T. J., Silberglitt, B., Yeo, S., ve Cormier, D. (2010). Curriculum-based measurement of oral reading: An evaluation of growth rates and seasonal effects among students served in general and special education. School Psychology Review, 39, 447–462.
  • Clarke, P. J., Truelove, E., Hulme, C., ve Snowling, M. (2014). Developing reading comprehension. Hoboken: John Wiley ve Sons, Ltd.
  • Cunningham, A. E., ve Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
  • Deno, S. L., Fuchs, L. S., Marston, D., ve Shinn, J. (2001). Using curriculum-based measurements to establish growth standards for students with learning disabilities. School Psychology Review, 30, 507–524.
  • Erden, G., ve Çelik, C. (2019). Sesli okuma becerisi ve okuduğunu anlama testinin psikometrik özelliklerinin incelenmesi: Geçerlik ve güvenirlik çalışması. Nesne, 7(14), 1-18.
  • Ergül, C. (2012). Okumada güçlük yaşayan öğrencilerin okuma performanslarının öğrenme güçlüğü riski açısından değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 2033-2057.
  • Ergül, C., Ökcün-Akçamuş, M. Ç., Akoğlu, G., Bahap Kudret, Z., Kılıç Tülü B., Demir, E., ve Okşak F. E. (2020). Türkçe konuşan çocuklarda fonolojik işlemleme becerileri ilk okuma performansını yorduyor mu? Boylamsal sonuçlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Doi: 10.16986/HUJE.2020062765
  • Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., ve Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27–48.
  • Goldsworthy, C. L. (2003). Developmental reading disabilities: A language based treatment approach. Thomson Learning, Inc.
  • Graham, C. R. (2006). Blended learning systems. C. J. Bonk ve C. R. Graham (Eds.), The Handbook of blended learning: Global perspectives, local designs, (pp. 3-21). Pfeiffer.
  • Graham, S. (2010). Want to improve children's writing? Education Digest, 76(1), 49-55.
  • Graham, S., ve Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the center on accelerating student learning. Journal of Special Education, 39(1), 19-33.
  • Green, S. B., ve Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Upper Saddle River, USA: Pearson.
  • Hoien-Tengesdal, I., ve Tonnessen, F. (2011). The relationship between phonological skills and word reading. Scandinavian Journal of Psychology, 52, 93–103.
  • Hoover, H., Dunbar, D., Frisbie, D., Oberley, K., Bray, G., Naylor, R., et al. (2003). The Iowa Tests of Basic Skills. Rolling Meadows, IL: Riverside Publishing
  • Hoover, W. A., ve Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.
  • Hosp, J. L., Suchey, N., ve Burns, M. (2014). Reading assessment: Reading fluency, reading fluently, and comprehension. School Psychology Review, 43, 59-68.
  • Hougen, M. (2014). Evidence-based reading instruction for adolescents, grades 6-12 (Document No. IC-13). Erişim adresi: http://ceedar.education.ufl.edu/tools/innovation-configurations
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There are 78 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Cevriye Ergül 0000-0001-6793-6469

Meral Çilem Ökcün Akçamuş 0000-0003-3297-9711

Gözde Akoğlu 0000-0002-3685-4310

Burcu Kılıç 0000-0002-9623-8392

Ergül Demir 0000-0002-3708-8013

Publication Date July 26, 2021
Published in Issue Year 2021 Volume: 9 Issue: 3

Cite

APA Ergül, C., Ökcün Akçamuş, M. Ç., Akoğlu, G., … Kılıç, B. (2021). İlkokul Çocuklarına Yönelik Geliştirilmiş Okuma Yazma Değerlendirme Bataryasının (OYAB) Geçerlik ve Güvenirlik Çalışması. Ana Dili Eğitimi Dergisi, 9(3), 740-770. https://doi.org/10.16916/aded.874262

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