نوع مقاله : مقاله پژوهشی
نویسندگان
گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: The present study aimed to design and validate standardized instrument for assessing automaticity in word level decoding among students in early primary grades within CBM framework.
Methods: This cross-sectional methodological study was conducted in five phases. The target population included Persian speaking students in the early primary grades in District 5 of Tehran, Iran. Using convenience sampling, one elementary school was selected, and subsequently 122 students from Grades 1 through 3 were randomly chosen. For instrument development, DIBELS 8 served as the foundational model. Its content structure was culturally and linguistically adapted to align with requirements of Persian language and Iran's national curriculum. Validity and reliability of the instrument were evaluated across Grades 1 to 3.
Results: Results indicated content validity indices of 0.95, 0.99, and 0.97 for Grades 1 through 3, respectively. Parallel forms reliability coefficients were 0.95, 0.95, and 0.91, while test–retest reliability coefficients were 0.91, 0.94, and 0.84. ANOVA further demonstrated that the parallel forms within each grade level were equivalent in difficulty. In addition, SEM values of 1.9, 3.0, and 3.9 reflected acceptable measurement precision.
Conclusion: Overall, the findings support WRF Probe as a valid and reliable instrument for assessing automaticity in word decoding among students in Grades 1 through 3. As part of the first Persian language CBM battery, the instrument includes seven parallel forms per grade and can be used for universal screening, individual progress monitoring, and development and evaluation of intervention programs. By generating an authentic database, it can also support school practitioners in making effective educational decisions.
کلیدواژهها [English]
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