مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

تدوین پرسش‌نامه آگاهی معلمان از نارساخوانی و بررسی روایی سازه آن

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار آموزش زبان انگلیسی، دانشگاه فرهنگیان مشهد، ایران
2 استاد آموزش زبان انگلیسی، دانشگاه علامه طباطبایی، تهران، ایران
3 استاد آموزش زبان انگلیسی، دانشگاه فردوسی، مشهد، ایران
10.22034/emes.2024.2026771.2561
چکیده
هدف: خوانش‌پریشی یا نارساخوانی رایج‌ترین اختلال یادگیری در کودکان مدرسه­ای است که به ‌دقت مطالعه و بررسی شده است. این بیماری با اختلال بارزی در رشد و پیشرفت مهارت خواندن توصیف می‌شود. پژوهش حاضر به منظور تدوین و بررسی روایی سازهی پرسش‌نامه‌ی آگاهی معلمان از نارساخوانی (TAD) انجام شد.
روش پژوهش: پرسش‌نامه‌ی حاضر تهیه و بین 416 معلم ابتدایی در مدارس دولتی استان خراسان رضوی که به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شده بودند، توزیع شد. برای اثبات درستی ساختار آزمون، از نرم‌افزار SPSS جهت انجام تحلیل عاملی اکتشافی (EFA) و برای برآورد عامل­پذیری ماتریس میان­همبستگی از دو آزمون کفایت نمونه‌گیری کایزر- مایر- اولکین (KMO)و آزمون کروی بودن بارتلت استفاده شد. جهت انجام تحلیل عاملی تأییدی (CFA) نیز از نرم‌افزار LISREL استفاده شد.
یافته‌ها: نتیجه‌ی آزمون‌ها نشان داد که مدل عاملی مناسب بوده است. همچنین، نتیجه ماتریس سازه‌ی چرخشی نشان داد که دانش و شناخت معلمان از مشکلات مربوط به سطح پایین پردازش، مشکلات واژگانی، نداشتن تمرکز و مشکلات رمزگشایی واژگان در دانش‌‌آموزان چهار عامل اصلی موجود در این آزمون است.
نتیجه‌گیری:  پرسش‌نامه‌ی آگاهی معلمان از نارساخوانی تدوین شد و روایی سازه‌ی آن مورد بررسی قرار گرفت و نتایج آماری به دست آمده بررسی شد که نشان داد پرسش‌نامه‌ی تهیه شده دارای پایایی و روایی و اعتبار مناسب جهت سنجش آگاهی معلمان از نارساخوانی می‌باشد. در نهایت مفاهیم ضمنی ارائه گردید.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Constructing and Validating a Survey of Teachers’ Awareness of Dyslexia

نویسندگان English

Naser Ranjbar 1
Hassan Soodmand Afshar 2
Behzad Ghonsoli 3
1 Assistant Professor of Applied Linguistics, Department of English Language Teaching, Farhangian University of Mashhad, Iran
2 Full Professor of Applied Linguistics, Department of English Language, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran
3 Full Professor of Applied Linguistics, English Language and Literature Department, Ferdowsi University of Mashhad, Iran
چکیده English

Objective: Dyslexia is the most common learning disorder in school children, which has been carefully investigated. This disease is characterized by a marked impairment in the growth and development of reading skills. The current study was conducted in order to develop and examine the construct validity of the questionnaire of teachers' awareness of dyslexia (TAD).
Methods: The present questionnaire was prepared and distributed among 416 primary school teachers in the public schools of Razavi Khorasan province who were selected through multi-stage cluster sampling. Participants were both male and female pre-service as well as in-service official teachers in the Ministry of Education. To substantiate the construct validity of the survey, exploratory factor analysis (EFA) was employed using SPSS software, and to measure the factoriality of the inter-correlation matrix, Kaiser-Meyer-Olkin (KMO) test of sampling adequacy and Bartlett's test of sphericity were used. Confirmatory factor analysis (CFA) was also conducted using LISREL.
Results: The results of the the above-mentioned tests demonstrated that the factor model was appropriate. Moreover, the results of the rotated component matrix indicated that teachers' knowledge and understanding of students’ problems in lower order of processing, vocabulary, loss of concentration, and vocabulary decoding were the main four factors in the present questionnaire.
Conclusion: The questionnaire was constructed conducting exploratory and confirmatory factor analyses and the obtained statistical results were analyzed. The questionnaire was found to be reliable and valid enough so as to examine teachers’ awareness of dyslexia. Finally, the implications were presented.

کلیدواژه‌ها English

Keywords: Teachers' awareness
Construct validity
Factor analysis
Dyslexia
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