Özel Gereksinimli ve Tipik Gelişim Gösteren Okulöncesi Dönem Çocukların Ev Okuryazarlık Ortamlarının Değerlendirilmesi Ölçeği: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı; tipik gelişim gösteren ve özel gereksinimli olan çocukların ev okuryazarlık ortamlarını değerlendirebilecek geçerli ve güvenilir bir araç geliştirmektir. Ev Okuryazarlık Ortamları Değerlendirme Ölçeği (EVOD) geliştirme çalışmasında; araştırmanın birinci çalışma grubu 367 ana babadan, ikinci çalışma grubu ise 271 ana babadan oluşmaktadır. Geliştirilen ölçeğin kapsam geçerliğini belirlemek amacıyla uzman görüşleri alınmış, alınan görüşler doğrultusunda kapsam geçerlik oranları (KGO) ve kapsam geçerlik indeksi (KGİ) hesaplanmıştır. Elde edilen değerler EVOD’un kapsam geçerliğini doğrulamıştır. EVOD’un yapı geçerliğini belirlemek amacıyla birinci çalışma grubu olan 367 ana babadan elde edilen veriler ile Açımlayıcı Faktör Analizi (AFA) uygulanmıştır. Yapılan analizler sonrasında 27 madden ve beş boyuttan (okuma, sesbilgisi, harf, sözcük ve etkinlik ) oluşan bir yapıya ulaşılmıştır. AFA sonrası ulaşılan yapının farklı gruplarda doğrulanıp doğrulanmadığını belirlemek amacıyla ikinci çalışma grubunu oluşturan 271 ana babaya ölçek uygulanmış ve elde edilen verilerle Doğrulayıcı Faktör Analizi yapılmıştır. DFA sonuçlarına göre uyum indekslerinin iyi uyum gösterdiği görülmüştür. Faktörler arası korelasyon katsayıları hesaplanmış ve faktörlerin birbirleriyle olumlu ilişki içerisinde oldukları bulunmuştur. Ardından beş boyutun bir araya gelerek Ev Okuryazarlık Ortamlarını temsil edip etmediğini belirlemek amacıyla ikinci düzey DFA uygulanmış ve uyum indekslerinin kabul edilebilir uyum gösterdiği sonucuna ulaşılmıştır. Alpha katsayılarının alt boyutlarda 0.80- 0.87 arasında olduğu, toplam puan için ise 0.90 olduğu görülmüştür.

Keywords

• Ev Okuryazarlığı
• Erken okuryazarlık ortamı
• Erken çocukluk
• Özel eğitim

Home Literacy Environment Assessment Scale of Preschool Children with Special Needs and Typical Developments: A Validity and Reliability

Abstract

The aim of this study was to develop a valid and reliable tool that can assess the home literacy environment of typically developing and children with special needs. In the development study of the Home Literacy Environments Assessment Scale (HOLAS); the first study group of the research consists of 367 parents and the second study group consists of 271 parents. In order to determine the content validity of the developed scale, expert opinions were taken, and content validity rates (CVR) and content validity index (CGI) were calculated in line with the opinions received. The obtained values confirmed the content validity of the HOLAS. In order to determine the construct validity of HOLAS, Exploratory Factor Analysis (EFA) was applied with the data obtained from the first study group, 367 parents. After the analysis, a structure consisting of 27 items and five dimensions (reading, phonology, letters, words, and activities) was reached. In order to determine whether the structure reached after EFA was confirmed in different groups, the scale was applied to 271 parents who formed the second study group, and Confirmatory Factor Analysis was performed with the data obtained. According to the CFA results, it was seen that the fit indices showed a good fit. The correlation coefficients between the factors were calculated and it was found that the factors were in a positive relationship with each other. Then, in order to determine whether the five dimensions came together and represented Home Literacy Environments, the second level CFA was applied and it was concluded that the fit indices showed acceptable fit. Alpha coefficients were found to be between 0.80 and 0.87 for the sub-dimensions and 0.90 for the total score.

Keywords

• Home literacy
• Early literacy environment
• Early childhood Special education
• Special education,

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