Reconstructing, Investigating the Reliability and Validity and Scoring the Stanford Diagnostic Reading Test

Objectives: The aim of the present study was to reconstruct determining validity, and score The Stanford Diagnostic Reading Test fourth edition (SDRT۴) in the sixth grade students. Methods: The population of the study was all sixth grades of the ۱۹ educational districts from Tehran, ۵۷۱ students (۲۵۵ boys and ۳۱۶ 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 ۰.۷۷۸, ۰.۷۳۲ and ۰.۷۴۸ for comprehension subtest, vocabulary subtest and scanning subtest in order. Discussion: By considering the results of present study, SDRT۴ has good reliability and validity and can appropriately diagnose the reading disabled students in the sixth grade.

کلیدواژه ها:

Diagnostic reading test ، Reading disability ، Reconstruction ، Scoring ، Validity ، Reliability