Psychometric Properties of a Screening Tool for Elementary School Student's Math Learning Disorder Risk

Autor/inn/en	Olkun, Sinan; Altun, Arif; Gocer Sahin, Sakine; Kaya, Galip
Titel	Psychometric Properties of a Screening Tool for Elementary School Student's Math Learning Disorder Risk
Quelle	15 (2016) 12, S.48-66 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Psychometrics; Screening Tests; Elementary School Students; Learning Disabilities; Mathematics Skills; Grade 1; Grade 2; Grade 3; Grade 4; Mathematics Achievement; At Risk Students; Low Achievement; Test Validity; Test Reliability; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Screening-Verfahren; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathematical ability; Unterdurchschnittliche Leistung; Testvalidität; Testreliabilität; Ausland; Türkei
Abstract	This study reports the psychometric properties of a Basic Number Processing Test (BNPT), which was developed in order to determine elementary school students at risk for Mathematical learning disorder. A total of 478 primary school students were selected from 12 different public schools with an attempt to get a representative sample. The reliability and validity of the Dyscalculia Screening Tool were assessed with approximately 120 students from each of the First to Fourth grade. Results showed that, except for the First grade, the test scores predict the significant portion of the student's curriculum based Math achievement scores for Second, Third and Fourth graders with having the highest variance in the Second grade. These findings indicate that BNPT could be used as a screening tool in order to determine the students at risk for Mathematics learning disorders in those grades. It could also be deduced that at least very important portions of the causes of low achievement in Mathematics might originate from either the core systems of number or the system for accessing numbers from symbols. It is also suggested that symbolic or non-reading measurement paradigms would be more appropriate for screening First graders. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01