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ANASINIFINDAN DÖRDÜNCÜ SINIFA KADAR OLAN ÇOCUKLAR İÇİN GELİŞTİRİLMİŞ HIZLI İSİMLENDİRME TESTİ’NİN GEÇERLİK VE GÜVENİRLİĞİ

Year 2022, Volume: 12 Issue: 1, 176 - 192, 26.01.2022

Cevriye Ergül Ergül Demir

https://doi.org/10.24315/tred.883688
Cited By: 2

Abstract

Bellek tarafından ulaşılabilen sesbilgisinin hızına ilişkin bir gösterge olan hızlı isimlendirme becerileri değerlendirildiğinde okuma güçlüğü yaşayan çocukların ayırt edilmesine ve erken dönemde belirlenmesine yönelik güçlü ve güvenilir bilgiler sağlamaktadır. Bu çalışmada anasınıfından dördüncü sınıfa kadar olan sınıf düzeylerindeki çocuklar (60-125 ay arası) için geliştirilmiş, nesne, renk, harf ve rakam isimlendirmeye dayalı dört alt testten oluşan Hızlı İsimlendirme Testinin (HİT) geçerlik ve güvenirliğin incelenmesi ve kesme aralıkları ile değerlendirme ölçütlerinin belirlenmesi amaçlanmıştır. Bu kapsamda 60-125 ay arasındaki 860 çocuk ile çalışmalar yürütülmüştür. Analizler sonucunda HİT’in uzman görüşleri çerçevesinde kapsam geçerliğine sahip olduğu, açımlayıcı ve doğrulaycı faktör analizleri sonucunda ise yüksek bir varyans oranı ve model-veri uyumu ile yapı geçerliğini sağladığı belirlenmiştir. Sonuçlar ayrıca HİT’in sınıf düzeyleri ortalamaları arasındaki farka dayalı ayırıcılık geçerliğinin ve yüksek bir test tekrar test güvenirliğinin olduğunu göstermiştir. Çalışmada son olarak HİT’in sınıf düzeyleri temelinde ve 60-125 ay arasında 6 aylık yaş dilimlerinde değerlendirmeye esas kesme aralıkları belirlenmiştir.

Keywords

Hızlı isimlendirme test geliştirme geçerlik güvenirlik

Supporting Institution

TÜBİTAK

Project Number

215K027

References

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Year 2022, Volume: 12 Issue: 1, 176 - 192, 26.01.2022

Cevriye Ergül Ergül Demir

https://doi.org/10.24315/tred.883688
Cited By: 2

Abstract

Project Number

215K027

References

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  • Babayiğit, S. ve Stainthorp, R. (2011). Modeling the relationships between cognitive linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103(1), 169-189.
  • Badian, N. A. (1994). Preschool prediction: Orthographic and phonological skills, and reading. Annals of Dyslexia, 44, 3-25. Bakır ve Babür (2018). Hızlı Otomatik İsimlendirme Testi’nin Türkçeye uyarlanması. Boğaziçi Üniversitesi Eğitim Dergisi, 35(2), 35-50.
  • Bexkens, A., Wildenberg, W. P. & Tijms, J. (2014). Rapid automatized naming in children with dyslexia: Is inhibitory control involved? Dyslexia, 21, 212–234.
  • Bishop, A. G. & League, M. B. (2006). Identifying a multivariate screening model to predict reading difficulties at the onset of kindergarten: A longitudinal analysis. Learning Disability Quarterly, 29, 235–252.
  • Boets, B., De Smedt, B., Cleuren, L., Vandewalle, E., Wouters, J. & Ghesquiere, P. (2010). Towards a further characterization of phonological and literacy problems in Dutch-speaking children with dyslexia. British Journal of Developmental Psychology, 28, 5–31.
  • Bowey, J. A. (2005). Predicting individual differences in learning to read. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 155–172). Oxford: Blackwell.
  • Bowey, J. A., McGuigan, M. & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word‐reading skill: Towards a developmental account. Journal of Research in Reading, 28(4), 400-422.
  • Çakıroğlu, O. & Melekoğlu, M. A. (2014). Statistical trends and developments within inclusive education in Turkey. International Journal of Inclusive Education, 18(8), 798-808. doi:10.1080/13603116.2013.836573
  • Catts, H. W., Fey, M. E., Zhang, X. & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331–361.
  • Catts, H. W., Gillispie, M., Leonard, L. B., Kail, R. V. & Miller, C. A. (2002). The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities, 35, 509–524.
  • Christo, C. & Davis, J. (2008). Rapid naming and phonological processing as predictors of reading and spelling. The California School Psychologist, 13(1), 7-18.
  • Clarke, P., Hulme, C. & Snowling, M. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 28, 73–86.
  • Compton, D. L., Davis, C. J., DeFries, J. C., Gayan, J. & Olson, R. K. (2001). Genetic and environmental influences on reading and RAN: An overview of results from the Colorado twin study. In M. Wolf (Ed.), Time, Fluency, and Developmental Dyslexia (pp. 277–303). Baltimore, MD: York Press.
  • Compton, D. L., Olson, R. K., DeFries, J. C. & Pennington, B. F. (2002). Comparing the relationships among two different versions of alphanumeric rapid automatized naming and word level reading skills. Scientific Studies of Reading, 6, 343–368.
  • Compton, D. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225–239.
  • De Jong, P. F. & Vrielink, L. O. (2004). Rapid automatic naming: Easy to measure, hard to improve (quickly). Annals of Dyslexia, 54, 65–88.
  • De Jong, P. F. & Van Der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22–40.
  • Demirtaş, Ç. P. & Ergül, D. (2020). Düşük okuma başarısı gösteren çocuklarda okuma, sesbilgisel farkındalık, hızlı isimlendirme ve çalışma belleği becerilerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 53(1), 209-240. doi:10.30964/auebfd.479111
  • Denckla, M. B. & Rudel, R. G. (1974). Rapid “automatized” naming of pictured objects, colors, letters, and numbers by normal children. Cortex, 10, 186-202.
  • Denckla, M. B. & Rudel, R. G. (1976). Rapid “automatized” naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Cevriye Ergül 0000-0001-6793-6469

Ergül Demir 0000-0002-3708-8013

Project Number 215K027
Publication Date January 26, 2022
Published in Issue Year 2022 Volume: 12 Issue: 1

Cite

APA Ergül, C., & Demir, E. (2022). ANASINIFINDAN DÖRDÜNCÜ SINIFA KADAR OLAN ÇOCUKLAR İÇİN GELİŞTİRİLMİŞ HIZLI İSİMLENDİRME TESTİ’NİN GEÇERLİK VE GÜVENİRLİĞİ. Trakya Eğitim Dergisi, 12(1), 176-192. https://doi.org/10.24315/tred.883688

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