Oral Reading Skills and Comprehension Test-ii (sobat®-ii): Assessment of reading fluency and comprehension of Turkish students with specific learning disabilities
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Table 6 Characteristics of individuals living at home Characteristics n % Individuals with disabilities Yes 21 3.7 No 540 96.3 Characterics of mother Alive 561 99.8 Dead 1 0.2 Illiterate 4 0.8 Literate 4 0.8 Primary school graduate 77 15.7 Middle school graduate 55 11.2 High school graduate 168 34.1 Bachelor degree 168 34.1 Graduate degree 16 3.3 Characterics of father Alive 546 98.6 Dead 8 1.4 Illiterate 1 0.2 Literate 1 0.2 Primary school graduate 54 11.1 Middle school graduate 57 11.7 High school graduate 146 30.0 Bachelor degree 196 40.2 Graduate degree 32 6.6 Marriage status Parents together 515 94.5 Parents seperated 30 5.5 Total number of children at home One child 87 15.5 Two children 295 52.4 Three children 146 25.9 Four children 28 5.0 Five children and more 7 1.2 Table 7 Characteristics of parental age and number of children Characteristics Minimum Maximum M SD Mother’s age 27 55 37.42 5.248 Father’s age 28 60 41.3 5.355 Total number of children 1 10 2.25 0.879 Reading Performance The results for reading rate, number of errors and reading comprehension scores for each text gateherd from Forms A and B are shown in Tables 8, 9, 10, 11, 12 and 13. South African Journal of Education, Volume 41, Number 1, February 2021 7 Table 8 Form A reading rate Texts N Minimum (seconds) Maximum (seconds) M (seconds) SD (seconds) A1 571 3 60 8.10 4.00 A2 571 6 141 21.98 9.30 A3 570 17 158 33.15 15.47 A4 568 11 176 40.13 15.85 A5 562 25 228 57.68 21.07 A6 554 26 154 47.03 15.27 A7 547 33 332 66.34 25.77 A8 530 19 325 74.21 25.65 A9 514 12 445 72.82 36.44 A10 493 50 317 91.75 32.06 A11 464 63 481 121.63 44.09 A12 434 86 444 119.06 34.86 A13 396 94 769 168.19 62.90 Table 9 Form B reading rate Texts N Minimum (seconds) Maximum (seconds) M (seconds) SD (seconds) B1 562 3 122 7.19 5.34 B2 562 10 90 18.84 7.17 B3 560 15 117 28.18 11.61 B4 559 20 183 39.12 16.05 B5 557 20 117 37.37 12.91 B6 546 21 162 40.63 15.30 B7 541 31 291 86.02 32.14 B8 527 34 323 73.69 32.44 B9 496 40 254 71.44 27.90 B10 478 41 311 76.83 30.98 B11 460 43 398 113.98 42.70 B12 424 60 922 118.43 55.03 B13 403 85 825 219.78 71.40 Table 10 Form A reading errors Texts M (number of errors) SD (number of errors) A1 0.54 1.25 A2 1.99 2.56 A3 3.89 3.98 A4 3.39 3.97 A5 5.26 5.18 A6 3.83 4.03 A7 7.56 6.30 A8 6.04 5.33 A9 8.80 6.34 A10 8.16 5.67 A11 11.58 8.02 A12 11.05 7.46 A13 18.63 14.92 8 Melekoğlu, Erden, Çakıroğlu Table 11 Form B reading errors Texts M (number of errors) SD (number of errors) B1 0.32 0.80 B2 1.69 2.20 B3 1.98 2.84 B4 3.82 4.55 B5 3.59 3.50 B6 3.07 3.10 B7 7.96 6.38 B8 8.30 6.47 B9 7.25 5.92 B10 8.44 5.93 B11 11.17 7.19 B12 9.25 6.51 B13 18.19 11.13 Table 12 Form A reading comprehension scores Texts M (comprehension score) SD (comprehension score) A1 4.36 0.81 A2 4.77 0.50 A3 4.45 0.80 A4 4.41 0.78 A5 4.88 0.34 A6 4.86 0.38 A7 4.37 0.70 A8 4.89 0.35 A9 4.20 0.82 A10 3.63 1.14 A11 3.38 1.16 A12 2.37 1.17 A13 2.88 0.97 Table 13 Form B reading comprehension scores Texts M (comprehension score) SD (comprehension score) B1 4.45 0.77 B2 4.63 0.65 B3 4.67 0.62 B4 4.47 0.84 B5 4.29 0.78 B6 4.85 0.39 B7 3.78 1.07 B8 4.00 0.99 B9 4.58 0.67 B10 3.77 1.08 B11 3.63 0.99 B12 4.24 0.89 B13 3.69 1.16 Reading Test Reliability To determine the reliability of SOBAT®-II, Cronbach alpha and parallel form reliability were calculated. In addition, validity coefficients were calculated by assuming age criteria. Results are provided in Tables 14, 15 and 16. Table 14 Cronbach alpha results of SOBAT®-II Form A Form B Reading rate Reading accuracy Reading comprehension Reading rate Reading accuracy Reading comprehension Cronbach alpha 0.97 0.93 0.60 0.97 0.93 0.73 Table 15 Parallel form reliability of SOBAT®-II Reading rate Reading accuracy Reading comprehension Total score Parallel form reliability 0.92 0.87 0.82 0.91 South African Journal of Education, Volume 41, Number 1, February 2021 9 Table 16 Validity coefficients by assuming age criteria of SOBAT®-II Reading rate Reading accuracy Reading comprehension Total score Form A 0.40 0.49 0.40 0.58 Form B 0.42 0.49 0.42 0.59 Discussion Within the scope of this study, a standardised oral reading test was developed to evaluate the development of reading and comprehension skills of children with SLD aged 7 to 14 years. This type of standardised tests may be helpful to make definition and understanding of SLD clearer (Nel & Grosser, 2016). First of all, the developed test can be used by teachers to determine reading fluency and reading comprehension, which are among basic reading skills of all 7 to 14 years old children with or without SLD (Nel & Grosser, 2016; Pierangelo & Giuliani, 2006; Zimmerman & Smit, 2014). In this way, teachers will be able to determine the individual needs of the students who will be educated in their classrooms to improve their basic reading skills and will be able to make the necessary adaptations for individualised education considering these needs while studying. Thus, teachers of students with SLD may gain a positive attitude towards educating those students (Donohue & Bornman, 2014). In addition to determining the level of reading, teachers will be able to measure how much students achieve the objectives of basic reading skills during the year by performing this test periodically. In addition, teachers will be able to identify students with reading difficulties by using the developed test and applying different teaching methods and strategies with these students. Teachers will be able to take the necessary steps regarding students who they think might need special education. Researchers from various countries may model the development process of SOBAT®-II and form their standardised tests. Moreover, national and international researchers may use the findings of this study for future research on Turkish and/or test development. Furthermore, by the development of objective assessment tools, such as SOBAT®-II, countries can constitute more robust assessment systems and thus devote their economic resources to students who really are in need thereof. The developed test could be widely used in scientific studies to determine the effectiveness of reading programmes and teaching methods and strategies. In addition, researchers will be able to develop different assistive reading programmes or Turkish teaching methods and strategies and use the results of this test to scientifically demonstrate their effectiveness. Also, this developed test can be widely used by psychologists and RAMs to evaluate basic reading skills in the medical or educational diagnosis of children with SLD. Therefore, SOBAT®-II could be applied as a standardised form of assessing students’ reading abilities/skills. Special education teachers will be able to use this test during the education of students who are determined to be in need of special education and have reading-comprehension problems. The results of this test can be used to determine the reading levels of students with special needs in terms of basic reading skills and to select the assistive reading programme or teaching methods and strategies to be applied. Special education teachers will be able to measure the success of their education with this test. Conclusion As a result of this study, the Oral Reading Skills and Comprehension Test (SOBAT®), of which the preliminary study was conducted between 2002 and 2012 (Erden & Çelik, 2019; Melekoğlu et al., 2019), was expanded to include children between the ages of 7 and 14, and the parallel form of the test, A and B, was developed. Within this study, a standardised oral reading test was developed in which the basic reading skills of children between the ages of 7 and 14 can be easily determined in reading fluency and reading comprehension skills. This test can be widely used by both educators and relevant experts for different purposes. With SOBAT®-II, scanning and diagnostic dimensions of reading difficulties, and planning and monitoring of reading interventions can be performed systematically and with a standardised reading test. The findings obtained during the development of SOBAT®-II indicate that most parents apply to child mental health or child neurology specialists as a result of attention deficits problems of their children. Although the majority of students have their own study environments, they mostly read one to 15 pages of books per day. Furthermore, students prefer spending time for TV or computer and less time for outside play or exercise, and this sedentary lifestyle could negatively influence students’ reading performance even more. The results of the test administrations show that the longer the students read in the test, the more errors they made, which indicates that the level of difficulty in the test gradually increases. In addition, Cronbach aplha and parallel form reliability results of SOBAT®-II show that the test has high reliability for administration. Some limitations were encountered during this study. Firstly, the willingness to participate in the study was very low. Generally, school administrators and teachers questioned the contribution that this study could make and often did not want to participate. It was observed that administrators and teachers who had experience of previous research/projects and/or graduate 10 Melekoğlu, Erden, Çakıroğlu education were more willing to participate in the study. Another limitation was the lack of a suitable environment in schools to administer the tests. There were problems in finding places in schools where one-on-one study could be performed by the research team for a certain period. In some schools, test administrations were carried out in principals’/assistant principals’ rooms, guidance and counseling teacher rooms, libraries, laboratories, warehouses, and teacher rooms. Another limitation in the research was that middle school students, especially 7th and 8th grade students were quite reluctant to participate in the project. By indicating the high school entrance exam and the preparation process for this exam, the students did not want to participate and some schools did not volunteer to participate in the study. For similar reasons, the parents also did not allow students to participate. In future studies, expanding the number and diversity of the sample by including students from different provinces may be beneficial for standardisation of the test. In addition, adding motivation resources to increase the voluntary Yüklə 362,59 Kb. Dostları ilə paylaş:
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