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Determination of the Psychometric Characteristics of the Learning Disability Early Symptoms Screening Scale

Year 2024, Volume: 37 Issue: 2, 534 - 554, 29.08.2024
https://doi.org/10.19171/uefad.1401110

Abstract

This study aims to develop a Learning Disability Early Symptoms Screening Scale (LDESSS), and determine its psychometric characteristics in order to detect children who are at risk for a learning disability at an early age. Identifying learning disabilities in the pre-school period is significant for early intervention. The main reason to conduct this study is the absence of a scale that comprehensively evaluates early symptoms, in Türkiye. This research is a scale development study carried out in a retrospective descriptive screening design. Participants of the study were 1429 parents of students with learning disabilities. The scale demonstrated high reliability with a Cronbach's Alpha coefficient of .95 and a content validity index of .92. It was found to have a four-factor structure, explaining 48.99% of the variance. Confirmatory factor analysis yielded fit indices of CFI=.97, SRMR=.079, NNFI=.96, and RMSEA=.068, indicating a good fit of the model to the data. This study establishes that LDESSS consists of 52 items and four subfactors, which are Language Development and Communication, Cognitive Skills, Psychomotor Development Skills, and Social-Emotional Skills. The findings were analyzed and discussed in alignment with the established criteria in the literature. The results of the study demonstrate that LDESSS is a valid and reliable tool for examining the early and developmental indicators of learning disabilities.

References

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  • Brown, T. (2006). Confirmatory factor analysis for applied research. The Guilford Press.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Şirin, K., & Demirel, F. (2013). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Catts, H. W. (1997). The early identification of language-based reading disabilities. Language, Speech, and Hearing Services in Schools, 28(1), 86-89. Doi: 10.1044/0161-1461.2801.86
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(1), 1-9. https://doi.org/10.7275/jyj1-4868
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  • DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage publications.
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  • Disleksi ve Öğrenme Güçlüğü Derneği. (2015). Rehabilitasyon merkezlerinin öğrenme güçlüğü bireylere katkısı, velilerin beklentileri ve bu kuruluşların verimlilik analizleri araştırması. Disleksi ve Öğrenme Güçlüğü Derneği Yayını.
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  • George, D., & Mallery, M. (2003). Using SPSS for Windows step by step: A simple guide and reference (4th ed.). Pearson Education.
  • Gillis, M., West, T., & Coleman, M. R. (2010). Early Learning Observation & Rating Scale: Teacher’s guide. National Center for Learning Disabilities.
  • Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education.
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  • Hammill, D., & Bryant, B. (1998). Learning disabilities diagnostic inventory (LDDI Kit). PRO-ED, Inc.
  • Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Evidence-based Nursing, 18(3), 66-67. http://dx.doi.org/10.1136/eb-2015-102129
  • Hulme, C., & Snowling, M. (1992). Phonological deficits in dyslexia: A “sound” reappraisal of the verbal deficit hypothesis? In N. N. Singh, & I. L. Beale (Eds.), Learning disabilities: Nature, theory, and treatment (pp. 270-301). Springer.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
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  • Kirby, A., Sugden, D., Beveridge, S., Edwards, L., & Edwards, R. (2008). Dyslexia and developmental co-ordination disorder in further and higher education—similarities and differences: Does the ‘label’ influence the support given? Dyslexia, 14(3), 197-213. https://doi.org/10.1002/dys.367
  • Kline, P. (2014). An easy guide to factor analysis. Routledge.
  • Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications.
  • Learning Disabilities Association. (2019). Learning Disabilities Association of America. Erişim tarihi 26 Nisan 2019, https://www.ldaamerica.org/support/new-to-ld/
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation (2nd ed.). Lawrence Erlbaum Associates Inc.
  • Liu, Y. (2003). Developing a scale to measure the interactivity of websites. Journal of Advertising Research, 43(2), 207-216. https://doi.org/10.2501/JAR-43-2-207-216
  • Lowenthal, B. (1998). Precursors of learning disabilities in the inclusive preschool. Learning Disabilities: A Multidisciplinary Journal, 9(2), 25-31.
  • Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia. Annals of Dyslexia, 55, 166-192.
  • MacCallum, R. C., Widaman, K. F., Shaobo, Z., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84-99. https://doi.org/10.1037/1082-989X.4.1.84
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Öğrenme Güçlüğü Erken Belirtileri Tarama Ölçeğinin Psikometrik Niteliklerinin Belirlenmesi

Year 2024, Volume: 37 Issue: 2, 534 - 554, 29.08.2024
https://doi.org/10.19171/uefad.1401110

Abstract

Okul öncesi dönemde öğrenme güçlüğü olabilecek öğrencilerin belirlenmesi erken müdahale için önemlidir. Bu araştırma kapsamında, öğrenme güçlüğü riski taşıyan çocukların erken evrede tespit edilebilmesi amacıyla, Öğrenme Güçlüğü Erken Belirtileri Tarama Ölçeği (ÖGEBTÖ)’nün geliştirilmesine ve bu ölçeğin psikometrik özelliklerinin kapsamlı bir şekilde incelenmesine yönelik bir çalışma gerçekleştirilmiştir. Bu çalışmanın yapılmasının temel nedeni, Türkiye'de öğrenme güçlüğünün erken belirtilerini kapsamlı bir şekilde değerlendiren bir ölçeğin bulunmamasıdır. Bu araştırma, geriye dönük betimsel tarama deseninde gerçekleştirilen bir ölçek geliştirme çalışmasıdır. Araştırmaya öğrenme güçlüğüne sahip çocuğu olan toplam 1429 öğrenci ebeveyni katılmıştır. Ölçek, iç tutarlılık açısından Cronbach Alpha katsayısı ile 0.95 değerinde yüksek bir güvenilirlik göstermiş, kapsam geçerliği indeksi 0.92 olarak bulunmuştur. Dört faktörlü yapısıyla ölçeğin toplam varyansın %48.99'unu açıkladığı tespit edilmiştir. Doğrulayıcı faktör analizinde elde edilen uyum indeksleri; CFI=0.97, SRMR=0.079, NNFI=0.96 ve RMSEA=0.068 olarak hesaplanarak, modelin veriye iyi bir uyum sağladığını ortaya koymuştur.
Bu araştırmada, ÖGEBTÖ; Dil Gelişimi ve İletişim, Bilişsel Beceriler, Psikomotor Gelişim Becerileri ve Sosyal Duygusal Beceriler şeklinde dört alt faktörden ve 52 maddeden oluşmuştur. Bu sonuçlar ÖGEBTÖ’nün öğrenme güçlüğünün erken ve gelişimsel belirtilerinin incelenmesinde kullanılabilecek geçerli ve güvenilir bir araç olduğunu göstermektedir.

References

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  • Bender, W. N. (2008). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators. Corwin Press.
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  • Çokluk, Ö., Şekerçicoğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. Pegem Akademi.
  • DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage publications.
  • Driscoll, K. (2020). When learning disabilities mask ADHD. A. Schonwald (Ed.), ADHD in adolescents (pp. 101-109). Springer, Cham. https://doi.org/10.1007/978-3-030-62393-7_7.
  • Disleksi ve Öğrenme Güçlüğü Derneği. (2015). Rehabilitasyon merkezlerinin öğrenme güçlüğü bireylere katkısı, velilerin beklentileri ve bu kuruluşların verimlilik analizleri araştırması. Disleksi ve Öğrenme Güçlüğü Derneği Yayını.
  • Ellis, P. D. (2010). The essential guide to effect sizes. Cambridge University Press.
  • Fawcett, A. J., & Nicolson, R. I. (1992). Automatisation deficits in balance for dyslexic children. Perceptual and Motor Skills, 75(2), 507-529. https://doi.org/10.2466/pms.1992.75.2.507
  • Fawcett, A., & Nicolson, R. (1995). The dyslexia early screening test. Irish Journal of Psychology, 16(3), 248-259. https://doi.org/10.1080/03033910.1995.10558060
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. Guilford Publications.
  • Gaddes, W. H. (2013). Learning disabilities and brain function: A neuropsychological approach. Springer Science & Business Media.
  • George, D., & Mallery, M. (2003). Using SPSS for Windows step by step: A simple guide and reference (4th ed.). Pearson Education.
  • Gillis, M., West, T., & Coleman, M. R. (2010). Early Learning Observation & Rating Scale: Teacher’s guide. National Center for Learning Disabilities.
  • Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education.
  • Görgün, B., & Melekoğlu, M. A. (2019). Türkiye’de özel öğrenme güçlüğü alanında yapılan çalışmaların incelenmesi. Sakarya University Journal of Education, 9(1), 83-106. https://doi.org/10.19126/süje.456198
  • Hammill, D., & Bryant, B. (1998). Learning disabilities diagnostic inventory (LDDI Kit). PRO-ED, Inc.
  • Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Evidence-based Nursing, 18(3), 66-67. http://dx.doi.org/10.1136/eb-2015-102129
  • Hulme, C., & Snowling, M. (1992). Phonological deficits in dyslexia: A “sound” reappraisal of the verbal deficit hypothesis? In N. N. Singh, & I. L. Beale (Eds.), Learning disabilities: Nature, theory, and treatment (pp. 270-301). Springer.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jöreskog, K. G., & Sörbom, D. (1998). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
  • Kirby, A., Sugden, D., Beveridge, S., Edwards, L., & Edwards, R. (2008). Dyslexia and developmental co-ordination disorder in further and higher education—similarities and differences: Does the ‘label’ influence the support given? Dyslexia, 14(3), 197-213. https://doi.org/10.1002/dys.367
  • Kline, P. (2014). An easy guide to factor analysis. Routledge.
  • Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications.
  • Learning Disabilities Association. (2019). Learning Disabilities Association of America. Erişim tarihi 26 Nisan 2019, https://www.ldaamerica.org/support/new-to-ld/
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation (2nd ed.). Lawrence Erlbaum Associates Inc.
  • Liu, Y. (2003). Developing a scale to measure the interactivity of websites. Journal of Advertising Research, 43(2), 207-216. https://doi.org/10.2501/JAR-43-2-207-216
  • Lowenthal, B. (1998). Precursors of learning disabilities in the inclusive preschool. Learning Disabilities: A Multidisciplinary Journal, 9(2), 25-31.
  • Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia. Annals of Dyslexia, 55, 166-192.
  • MacCallum, R. C., Widaman, K. F., Shaobo, Z., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84-99. https://doi.org/10.1037/1082-989X.4.1.84
  • McCarney, S., & Arthaud, T. (2007). Learning Disability Evaluation Scale: Renormed second edition (LDES-R2). Retrieved April 13, 2020, from https://www.hawthorneed.com/images/learning%20disabilities/samples/swf_files/h03850sb.pdf
  • Mercer, C. D., & Mercer, A. R. (1997). Students with learning disabilities. Prentice Hall.
  • Meyers, L. S., Gamst, G., & Guarino, A. J. (2009). Data analysis using SAS enterprise guide. Cambridge University Press.
  • Milli Eğitim Bakanlığı. (2018). Türkiye'deki disleksili çocuk sayısı 120 binin üzerinde. Erişim tarihi 25 Mayıs 2018, http://sehitcihatsayim.meb.k12.tr/icerikler/quotturkiyedeki-disleksili-cocuk-sayisi-120-binin-uzerindequuot_5170331.htm
  • NCLD. (2014). The state of learning disabilities: Facts, trends and emerging issues. National Center for Learning Disabilities Inc.
  • Neuwirth, S. (1993). Learning disabilities (NIH Publication No. 93-3611). National Institutes of Health.
  • Nicolson, R. I., & Fawcett, A. J. (1994). Comparison of deficits in cognitive and motor skills among children with dyslexia. Annals of Dyslexia, 44, 147-164.
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There are 77 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disability (Other)
Journal Section Articles
Authors

Mehmet Okur 0000-0002-5590-5478

Veysel Aksoy 0000-0003-1020-8326

Publication Date August 29, 2024
Submission Date December 6, 2023
Acceptance Date April 3, 2024
Published in Issue Year 2024 Volume: 37 Issue: 2

Cite

APA Okur, M., & Aksoy, V. (2024). Öğrenme Güçlüğü Erken Belirtileri Tarama Ölçeğinin Psikometrik Niteliklerinin Belirlenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 534-554. https://doi.org/10.19171/uefad.1401110