A Psychometric Analysis of The Mathematics Learning Disability Screening Scale Developed Through DSM-5

Year 2025, Volume: 33 Issue: 4, 903 - 915, 11.10.2025

Tunahan Filiz , Ahmet Çelik

https://doi.org/10.24106/kefdergi.1797602

Abstract

Purpose: This study, it was aimed to develop a valid and reliable measurement tool by evaluating the psychometric properties of the Mathematics Learning Disabilities Screening Scale (MLDSS) for elementary and secondary school students. In this context, a measurement tool that is culturally and linguistically appropriate for the Turkish context and overcomes the limitations of translated scales was developed.
Design/Methodology/Approach: The study was conducted as a scale development study within a survey research design. The scale's items were developed based on DSM-5 criteria and an extensive literature review. The sample consisted of 644 students, identified by their teachers, from 120 schools across Türkiye's seven geographical regions. The psychometric properties of the scale were evaluated using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), along with internal consistency (Cronbach's Alpha) and test-retest reliability analyses.
Findings: The EFA results revealed a three-factor structure (Number Sense, Calculation, and Mathematical Reasoning) that explained 68.5% of the total variance. The CFA confirmed this structure, with goodness-of-fit indices indicating an excellent model fit (e.g., CFI = .95, IFI = .95, RMSEA = .069, χ²/df = 2.41). The scale demonstrated high internal consistency (Cronbach's Alpha = .93) and strong test-retest reliability (r = .90).
Highlights: The mathematics learning disability screening scale is a valid and reliable instrument developed for elementary and secondary school students. Its three-factor structure is consistent with modern theories of mathematics learning disabilities and its strong psychometric properties make it a valuable tool for educators and experts in early identification and intervention planning.

Keywords

Mathematical learning disability , Scale development , Validity , Reliability

DSM-5 Aracılığıyla Geliştirilen Matematik Öğrenme Güçlüğü Tarama Ölçeğinin Psikometrik Analizi

Abstract

Çalışmanın amacı: Bu çalışmada, ilkokul ve ortaokul öğrencileri için Matematik Öğrenme Güçlüğü Tarama Ölçeği'nin (MLDSS) psikometrik özellikleri değerlendirilerek geçerli ve güvenilir bir ölçme aracının geliştirilmesi amaçlanmıştır. Bu kapsamda, Türkiye bağlamına kültürel ve dilsel olarak uygun, çeviri ölçeklerin sınırlılıklarını gideren bir ölçme aracı geliştirilmiştir.
Materyal ve Yöntem: Araştırma, tarama modeline uygun bir ölçek geliştirme çalışması olarak yürütülmüştür. Ölçek maddeleri DSM-5 kriterleri ve kapsamlı literatür taramasına dayalı olarak geliştirilmiştir. Örneklem, Türkiye'nin yedi coğrafi bölgesindeki 120 okuldan, öğretmenleri tarafından belirlenen 644 öğrenciden oluşmaktadır. Ölçeğin psikometrik özellikleri, Açımlayıcı Faktör Analizi (AFA), Doğrulayıcı Faktör Analizi (DFA), iç tutarlılık (Cronbach Alfa) ve test-tekrar test güvenirlik analizleri kullanılarak değerlendirilmiştir.
Bulgular: AFA sonuçları, toplam varyansın %68.5'ini açıklayan üç faktörlü bir yapı (Sayı Hissi, Hesaplama ve Matematiksel Akıl Yürütme) ortaya koymuştur. DFA, bu yapıyı doğrulamış ve uyum indeksleri mükemmel bir model uyumuna işaret etmiştir (örneğin, CFI= .95, IFI= .95, RMSEA= .069, χ²/df = 2.41). Ölçek, yüksek düzeyde iç tutarlılık (Cronbach Alfa = .93) ve güçlü test-tekrar test güvenirliği (r = .90) göstermiştir.
Önemli Vurgular: Matematik öğrenme güçlüğü tarama ölçeği, ilkokul ve ortaokul öğrencileri için geliştirilmiş geçerli ve güvenilir bir araçtır. Üç faktörlü yapısı, modern matematik öğrenme güçlüğü teorileriyle uyumlu olup güçlü psikometrik özellikleri sayesinde eğitimciler ve uzmanlar için erken tanılama ve müdahale planlamasında değerli bir araç olma potansiyeli taşımaktadır.

Keywords

Matematik öğrenme güçlüğü , Ölçek Geliştirme , Güvenirlik , Geçerlik

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