Abstract:
Introduction: The aim of the present study was to reconstruct determining validity, and score The Stanford Diagnostic Reading Test fourth edition ( SDRT4) in the sixth grade students. Method: The population of the study was all sixth grades of the 19 educational districts from Tehran, 571 students (255 boys and 316 girls) were selected by using a random multi-cluster sampling. The data were analyzed. The techniques were item analysis (difficulty index, discriminative index, and loop techniques). Validity, translation validity, content validity, and construct validity (factorial analysis), and reliability (Kuder-Richardson) Results: the exploratory factor analysis determined five factors: declarative knowledge, inferential knowledge, procedural knowledge and visualization knowledge. The reliability of the Stanford diagnostic Reading Test’s subtests by computing the Kuder-Richardson coefficient were 0.778, 0.732 and 0.748 for comprehension subtest, vocabulary subtest and scanning subtest in order. Conclusion: By considering the results of present study, SDRT4 has good reliability and validity and can appropriately diagnose the reading disabled students in the sixth grade.
Machine summary:
Iranian Rehabilitation Journal, Vol. 10, No. 16, October 2012 Original Article Reconstructing, Investigating the Reliability and Validity and Scoring the Stanford Diagnostic Reading Test Bahram Saleh Sedghpour1, PhD; Sara Daazi Shahid Rajaei Teacher Training University, Tehran, Iran Aim: The aim of the present study was to reconstruct determining validity, and score The StanfordDiagnostic Reading Test fourth edition (SDRT4) in the sixth grade students.
Conclusion: By considering the results of present study, SDRT4 has good reliability and validity and can appropriately diagnose the reading disabled students in the sixth grade.
The main aim of the present study was to reconstruct, investigate the reliability and validity and scoring this test for the sixth grade Iranian students.
2- Is Stanford Diagnostic Reading Test reliable enough to identify the students with reading disorder studying in sixth grade?
3- Is Stanford Diagnostic Reading Test valid to identify the students with reading disorder studying in sixth grade?
99 confidence interval that confirms the enough correlation among the questions of Comprehension Subscale of Stanford Diagnostic Reading Test and it can be analyzed by factor analysis method, Table 2.
Reliability coefficients of the subscales of SDRT the Stanford Diagnostic Reading Test for the sixth grade students.
There are two texts in the Stanford Diagnostic Reading Test Subscales Reliability Coefficient Scanning subscale that have some questions proceeding to it.
Overall, we can conclude that this test has adequate reliability and validity and its subscale are capable of distinguishing the students who have reading disorders.