Developing the KHANA Test to Evaluate Reading Skills in Persian-Speaking Students: A Preliminary Study
Publish place: Iranian Rehabilitation Journal، Vol: 21، Issue: 4
Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
View: 81
نسخه کامل این Paper ارائه نشده است و در دسترس نمی باشد
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_IRJU-21-4_004
تاریخ نمایه سازی: 2 دی 1402
Abstract:
Background and Objectives: Reading impairments are the most prevalent problem at school. It is vital to have a valid and reliable test to assess the student's reading skills. This study aims to develop the KHANA test as a valid and reliable test to evaluate reading skills in Persian-speaking students and study the accuracy, rate, and reading comprehension in different grades and genders.
Methods: This study included ۸۷ students from second to seventh grade (۷۵ typically developing students [TDS] and ۱۲ students with reading impairments [SRI]). First, two preliminary parallel forms of student books, A and B, were prepared, both including ۱۲ reading passages organized based on increasing difficulty as the student moved from one passage to the next. All the passages contain five comprehension questions. Then, the content and face validity, descriptive statistics, construct validity, and reliability, including test-retest, inter-rater, and the correlation between passages A and B were measured.
Results: Based on the results, all the passages and questions were valid. The passages can make significant differences in reading skills between different grades, while gender differences are limited. However, according to the test-retest analysis, the inter-rater reliability, and the correlation between the two passages, KHANA is a reliable tool and can discriminate SRI from typically developing students (TDS).
Conclusion: According to the results, KHANA seems a valid and reliable test to assess reading skills in Persian-speaking students from second to seventh grade.
Keywords:
Authors
Talieh Zarifian
Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Atieh Ashtari
Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Reza Nilipour
Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Shahin Nematzadeh
Department of Linguistics, Al Zahra University, Tehran, Iran.
Narges Bayat
Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
مراجع و منابع این Paper:
لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :