lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.874262 Other Fields of Education Alan Eğitimleri A Study on Validity and Reliability of the Literacy Assessment Battery (LAB) Developed for Primary School Children İlkokul Çocuklarına Yönelik Geliştirilmiş Okuma Yazma Değerlendirme Bataryasının (OYAB) Geçerlik ve Güvenirlik Çalışması https://orcid.org/0000-0001-6793-6469 Ergül Cevriye ANKARA ÜNİVERSİTESİ https://orcid.org/0000-0003-3297-9711 Ökcün Akçamuş Meral Çilem ANKARA ÜNİVERSİTESİ https://orcid.org/0000-0002-3685-4310 Akoğlu Gözde İZMİR KATİP ÇELEBİ ÜNİVERSİTESİ https://orcid.org/0000-0002-9623-8392 Kılıç Burcu ANKARA ÜNİVERSİTESİ https://orcid.org/0000-0002-3708-8013 Demir Ergül ANKARA ÜNİVERSİTESİ 07 26 2021 9 3 740 770 02 04 2021 05 20 2021 Copyright © 2013, Ana Dili Eğitimi Dergisi 2013 Ana Dili Eğitimi Dergisi

In this study, the aim was to analyze the validity and reliability of the Literacy Assessment Battery (LAB), developed to assess the reading, reading comprehension, and writing skills of children attending primary school and to determine whether they have difficulties in these areas. The study also aimed to establish cut-off intervals and evaluation criteria for LAB’s scores. Participants consist of 1177 children attending the 1st--4th grades of primary school. While socioeconomic status of the participants was determined with the SES Index Parent Information Form, literacy skills were assessed using LAB. In the analyzes, first the validity and reliability of LAB was examined and then the cut-off intervals to evaluate the performance were determined. As a result of the analysis, it was found that LAB had content validity, had a three-factor structure (reading, reading comprehension, and writing) with high model fit indexes for each grade level, and significantly discriminated lower and upper groups at all grade levels. In the reliability analysis of the battery, it was found that the internal consistency coefficient was at a good level, the test-retest correlations, and the correlation coefficients of the equivalence of the A and B forms were also high. In addition, cut-off intervals were determined at all grades in order to make a five-level evaluation of the performance as “very low, low, medium, high, and very high”.

Bu araştırmada ilkokula devam eden çocukların, okuma, okuduğunu anlama ve yazma becerilerini ölçmek ve bu alanlarda güçlük yaşayıp yaşamadıklarını belirlemek amacıyla geliştirilmiş olan Okuma Yazma Değerlendirme Bataryasının (OYAB) geçerlik ve güvenirliğinin belirlenmesine yönelik analizlerinin yapılması ve kesme aralıkları ile değerlendirme ölçütlerinin belirlenmesi amaçlanmıştır. Araştırmanın katılımcıları ilkokul 1, 2, 3 ve 4. sınıflara devam eden 1177 çocuktan oluşmaktadır. Katılımcıların sosyoekonomik düzeyleri SED İndeksi Ebeveyn Bilgi Formuyla, okuma yazma becerileri ise OYAB ile değerlendirilmiştir. Analizlerde öncelikle OYAB’ın geçerlik ve güvenirliği incelenmiş, ardından performansı değerlendirmeye yönelik kesme aralıkları belirlenmiştir. Analizler sonucunda OYAB’ın kapsam geçerliğine sahip olduğu, üç faktörlü (okuma, okuduğunu anlama, yazma) bir yapısının olduğu ve bu yapının model uyum indekslerinin her bir sınıf düzeyi için yüksek düzeyde olduğu ve tüm sınıf düzeylerinde alt üst grupları ayırıcılığının yüksek olduğu bulunmuştur. Bataryanın güvenirlik analizlerinde iç tutarlılık katsayısının iyi düzeyde olduğu, test tekrar-test korelasyonları ile A ve B formlarının eş değerlik anlamında korelasyon katsayılarının da yüksek olduğu belirlenmiştir. Ek olarak, bataryanın tüm sınıf düzeylerinde performansa ilişkin “çok düşük, düşük, orta, yüksek, çok yüksek” şeklinde beş düzeyli bir değerlendirme yapılabilmesi için kesme noktaları ve aralıkları belirlenmiştir.

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