عنوان

آزمون تشخیصی اختالل خواندن فارسی-نسخه دوم)آزمون خوانا(

متن يادداشت

Reading disorders are one of the most common disorders of school age and its rate isestimated between 5 - 10%. Identifying students with reading disorders and availability ofvalid and relable tools to determine the reading status of these students is one of the mostimportant challenges facing people active in the field of education and rehabilitation.Despite the fact that the history of developing Persian reading tests in Iran is about twentyyears ago (2005) .However, there is still no up-to-date tool that is consistent with the currentcontent of textbooks that has the sensitivity and specificity needed to diagnose the disorderand determine the level of students' reading skills. The purpose of this study was to developa new version of the diagnostic reading test (Shirazi-Nilipour, 2005) entitled "Khana test"with a focus on the increasing of the test’s age band group and in accordance with Persianbooks, as well as the development of an instrument for fundamental studies to estimate theindex of oral and non-oral reading in Persian speaking second to seventh grade students.MethodsIn this non-experimental methodological study, sampling was performed in several stages,with a non-probabilistic and convenience method by both face-to-face and online. Afterdetermining the structure of the test, the content of the test was prepared in severalsessions of the focus group based on the study of Persian reading and writing texts for thesecond to seventh grades. The result of this process was the preparation of a tool consistingof 24 stories and 120 comprehension questions, which are arranged in two groups A and B(each group consists of 12 stories and each story has and 5 comprehension questions in eachgroup). In the second stage, 23 experts (8 speech and language pathologists, 4 linguists, 10experienced teachers working in education and a methodologist) examined the content andface validity of the test. In two stages, a pilot study was conducted on 20 students from thetarget grades. After applying the necessary corrections based on the results of the pilotstudy, the final performance of the test was performed on 75 students with normal growth134and 12 students with reading disorders..All statistical calculations include determiningdescriptive variables, determining the reliability coefficient between the evaluator andwithin the evaluator using Spearman correlation coefficient, intra-cluster correlationcoefficient and comparing the means in educational levels, Gender groups and amongstudents with normal growth and reading disorders with u-mann witney and Kruskal-Wallistests performed in SPSS software version 22 ,and at the alpha level less than 0.05 wasconsidered significant.Results:In terms of content of story texts and comprehension questions, from the validity ofacceptable content regarding interesting, appropriate, familiar and well-constructed (logicalrelations between sentences) and appropriate formal validity in terms of relevance, clarityand They achieved simplicity. In group A, the rate variable in all stories across all grades, Inthe accuracy variable in stories 3 to 8, and in the comprehension variable in stories 2 and 8;In the group B in terms of rate variables in stories 1 to 9, In the accuracy variable in stories 4to 7 and 10 and in the comprehension variable in stories 3 and 11, these varibles were ableto differentiate between different educational grades. Compare storytelling skillsin girls and boys showed that there is no significant difference between them in the studiedvariables, although the performance score of girls was higher than boys. Comparison ofstudents with typically normal and reading disorders showed that the variables of speed,accuracy, and comprehension were significantly different between the two groups (P<0.05).In the reliability section, evaluating the correlation of scores in group A stories, in ratevariables were between 0.6 to 0.9, in accuracy variables were 0.2 to 0.8 and incomprehension were between 0.1 to 0.8; in group B stories, in rate variables were between0.4 to 0.9, in accuracy variables were 0.1 to 0.8 and in comprehension were between 0.2 to0.8 (P <0.001). In the correlation evaluation of score -rescore by two independent evaluators,the correlation of rate variable in groups A and B was between 0.1 to 0.9.Conclusions:In this study, the procedure for developing "Khana test" and evaluating its psychometricproperties was reported. In the next step, the study should be performed in a moreappropriate sample size to calculate the indicators of rate, accuracy, and comprehension asan index of oral and non-oral reading Persian speaking students.Key words: Khana test, Reading, reading disorder, Persian kanguage, validity, reliability