ساخت و اعتباريابي آزمون تشخيص نارسايي يادگيري در كودكان پيش‌دبستاني

Construction of Learning Disability Diagnostic Test for Preschool Children and Evaluation Reliability and Validity

آزمون محقق ساخته از نوزده عامل تشكيل‌شده است و داراي دو بخش شنيداري و ديداري مي باشد؛ و اعتبار محتوايي آن توسط اساتيد روانشناسي تائيد و سپس روي يك نمونه 206 نفري از دانش آموزان پيش‌دبستاني اجرا گرديد. بر اساس محاسبات انجام‌شده ضريب همبستگي پيرسون بين دونيمه پرسشنامه در بخش ادراك شنيداري 81/0=r و در بخش ادراك ديداري 79/0=r بود. اين ضريب اعتبار نشان مي‌دهد كه بين دونيمه اين پرسشنامه همبستگي زيادي وجود دارد. براي تعيين اعتبار سازه و مؤلفه‌هاي تشكيل‌دهنده پرسشنامه از روش تحليل مؤلفه‌هاي اصلي با چرخش به شيوه نرمال شده واريماكس استفاده شد. مهمترين عامل در بخش ادراك ديداري-فضايي، نماديابي و در بخش شنوايي، حافظه مي باشد. جهت بررسي اهتبار افتراقي از آزمون t مستقل استفاده شد نتايج نشان داد كه بين ميانگين نمرات دانش آموزان داراي نارسايي يادگيري و عادي در آزمون نارسايي يادگيري تفاوت معني‌دار وجود دارد. براي بررسي اعتبار همزمان، از چك‌ليست نارسايي يادگيري كه هم‌زمان توسط مادران تكميل شد استفاده شد. نتايج نشان داد كه رابطه معني‌دار بين دو آزمون وجود دارد.: با توجه به ميزان پايايي و اعتبار به‌دست‌آمده، آزمون نارسايي يادگيري ابزاري است كه مي‌تواند مورداستفاده مراكز اختلالات يادگيري و مراكز مشاوره قرار گيرد.

Weak cognitive skills such as Visual-auditory perception perception lead to learning disability. Therefore, it is necessary to formulate a test to identify these students in preschools and sooner the therapeutic-educational measures are given to them, The purpose of this study was construction of learning disability diagnostic test for preschool children and evaluation reliability and validity. In order to achieve this goal, a test on theoretical literature was prepared. The researcher-made test consisted of thirteen factors, consisting of two parts, audio and visual; its content validity was confirmed by psychology professors and was performed on a sample of 206 preschool students using multistage random sampling. According to the calculations, Pearson’s correlation coefficient between the two-part test was r = 0.81 in the auditory perception section and r = 0.79 in the visual perception section. This coefficient of validity indicates that there is a significant correlation between the two and a half of the test. To determine the validity of the constructs and components of the test, the principal component analysis was performed using the varimax normalized method. The most important factor in visual perception is symbolization and in auditory is memory. Independent t-test was used to assess the discriminant validity. The results showed that there was a significant difference between the mean scores of students with learning disabilities and normal students in the learning disability test. To assess concurrent validity, we used a learning disability checklist completed by mothers at the same time. The results showed that there is a significant relationship between the two tests: Considering the reliability and validity, the test of learning disability is a tool that can be used by learning disorders centers and counseling centers.