ساخت و اعتباریابی آزمون تشخیص نارسایی یادگیری در کودکان پیش‌دبستانی

نویسندگان
مرضیه غلامی 1
علی دلاور 2
حسن پاشا شریفی 1
1 دانشگاه آزاد
2 دانشگاه علامه
چکیده
آزمون محقق ساخته از نوزده عامل تشکیل‌شده است و دارای دو بخش شنیداری و دیداری می باشد؛ و اعتبار محتوایی آن توسط اساتید روانشناسی تائید و سپس روی یک نمونه 206 نفری از دانش آموزان پیش‌دبستانی اجرا گردید. بر اساس محاسبات انجام‌شده ضریب همبستگی پیرسون بین دونیمه پرسشنامه در بخش ادراک شنیداری 81/0=r و در بخش ادراک دیداری 79/0=r بود. این ضریب اعتبار نشان می‌دهد که بین دونیمه این پرسشنامه همبستگی زیادی وجود دارد.

برای تعیین اعتبار سازه و مؤلفه‌های تشکیل‌دهنده پرسشنامه از روش تحلیل مؤلفه‌های اصلی با چرخش به شیوه نرمال شده واریماکس استفاده شد. مهمترین عامل در بخش ادراک دیداری-فضایی، نمادیابی و در بخش شنوایی، حافظه می باشد. جهت بررسی اهتبار افتراقی از آزمون t مستقل استفاده شد نتایج نشان داد که بین میانگین نمرات دانش آموزان دارای نارسایی یادگیری و عادی در آزمون نارسایی یادگیری تفاوت معنی‌دار وجود دارد. برای بررسی اعتبار همزمان، از چک‌لیست نارسایی یادگیری که هم‌زمان توسط مادران تکمیل شد استفاده شد. نتایج نشان داد که رابطه معنی‌دار بین دو آزمون وجود دارد.: با توجه به میزان پایایی و اعتبار به‌دست‌آمده، آزمون نارسایی یادگیری ابزاری است که می‌تواند مورداستفاده مراکز اختلالات یادگیری و مراکز مشاوره قرار گیرد.
کلیدواژه‌ها
ساخت
هنجاریابی
نارسایی یادگیری
پیش دبستانی
کودکان

عنوان مقاله English

Construct and validation of a learning disability diagnostic test in preschool children

نویسندگان English

Marzieh Gholami 1
Ali Delavar 2
Hassan Sharifi 1
1 islamic azad
2 allameh university
چکیده English

The researcher's test consists of nineteen factors and has two parts: audio and visual; its content validity was confirmed by psychology professors and then a sample of 206 pre-school students was performedAccording to the calculations, Pearson correlation coefficient between the two-part questionnaire was r = 0.81 in the auditory comprehension section and r = 0.79 in the visual comprehension section.. In order to determine the validity of the structure and the components of the questionnaire, the main components analysis method was used with varimax normalized rotation. The most important factor in the visual-spatial perception area is the symbolization, and in the auditory part it is memory. Independent t-test was used to assess discriminant validity. Results showed that there is a significant difference between the mean scores of students with learning disabilities and normal in the learning disability test. In order to check the validity of this study, a checklist of learning disability that was completed at the same time by the mothers was used. The results showed that there is a significant relationship between the two tests. According to the validity and reliability, the learning disability test is a tool that can be used by learning and counseling centers.

کلیدواژه‌ها English

construct
normalization
learning disability
preschool
children
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