Oral Reading Skills and Comprehension Test-ii (sobat®-ii): Assessment of reading fluency and comprehension of Turkish students with specific learning disabilities

participate in the project. 
2) At least one member of the project team introduced 
the project briefly in the classrooms of the volunteer 
teachers, and the students who volunteered to 
participate in the project were identified. Envelopes 
containing parental consent forms and demographic 
information forms were distributed to these students 
to participate in the project. Students whose parents 
signed the consent forms and completed the 
demographics information forms were asked to 
deliver their envelopes to their class teachers or 
guidance counselors. 
3) The test administrations were started immediately 
with the students whose parental consent forms had 
been received. The test administration consisted of 
completing 
the 
student 
information 
in 
the 
administrator form, and the student was asked to 
follow the process by reading the instructions. The 
student started reading with the “begin” command for 
each text and the test administrator from the project 
team measured their reading time using a stopwatch. 
In addition, the entire test process was recorded on a 
digital voice recorder. 
4) After each reading text, the test administrator read 
the comprehension questions out loud and the student 
was asked to provide the answer. 
5) During the test, the reading rate/time (in seconds), 
the number of reading errors, and the comprehension 
score (one point for each correct answer, for each 
reading text) were noted on the administrator form. If 
the number of reading errors in the text was 10 or 
more in two consecutive texts, the student was 
stopped and the test was terminated. Otherwise, 
students continued reading until the last text in the 
test. 
Participants 
According to the results of the demographics 
information form, the test was administered in nine 
schools and 601 students completed the test. The 
school information of the students is provided in 
Table 1. 
Table 1 Participating schools 
School type 
Province 
N 
% 
Primary school #1 
Eskişehir 
90 
15.0 
Primary school #2 
Eskişehir 
76 
12.6 
Primary school #3 
Eskişehir 
38 
6.3 
Middle school #1 
Eskişehir 
48 
8.0 
Primary school #4 
Trabzon 
95 
15.8 
Primary school #5 
Trabzon 
149 
24.8 
Middle school #2 
İstanbul 
24 
4.0 
Middle school #3 
İstanbul 
17 
2.8 
Middle school #4 
İstanbul 
64 
10.6 
When the characteristics of the students