Oral Reading Skills and Comprehension Test-II (SOBAT®-II): Assessment of Reading Fluency and Comprehension of Turkish Students with Specific Learning Disabilities

Autor/inn/en	Melekoglu, Macid Ayhan; Erden, H. Gülsen; Çakiroglu, Orhan
Titel	Oral Reading Skills and Comprehension Test-II (SOBAT®-II): Assessment of Reading Fluency and Comprehension of Turkish Students with Specific Learning Disabilities
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1880 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Melekoglu, Macid Ayhan) ORCID (Erden, H. Gülsen) ORCID (Çakiroglu, Orhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Learning Disabilities; Reading Fluency; Reading Comprehension; Oral Reading; Reading Skills; Disability Identification; Reading Difficulties; Test Construction; Children; Early Adolescents; Elementary School Students; Middle School Students; Student Characteristics; Students with Disabilities; Standardized Tests; Family Environment; Test Validity; Test Reliability; Turkey + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Testaufbau; Child; Kind; Kinder; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Standadised tests; Standardisierter Test; Familienmilieu; Testvalidität; Testreliabilität; Türkei
Abstract	Efforts to diagnose students with specific learning disabilities (SLD) have increased in recent years in Turkey. However, the limited number of assessment tools used to identify students with SLD is one of the most important concerns in this area, since 8 out of 10 students with SLD have difficulty in reading, which affects other academic areas. Considering reading performance scores from standardised reading tests may help eliminate difficulties in SLD assessment. Reading problems are often observed with or without SLD, especially in primary and middle school age groups. However, standardised reading tests are usually not used in screening and diagnosis of these children, and in planning, monitoring, and evaluation of the effectiveness of reading intervention programmes in Turkey. The purpose of the study reported on here was to provide findings of a project that was carried out to develop a standardised reading test, SOBAT®-II, for the assessment of reading and reading comprehension skills development of children with SLD between 7 and 14 years of age. A total of 1,133 test administrations were performed within the scope of this study. As a result of this study, the Oral Reading Skills and Comprehension Test (SOBAT®), of which the preliminary study was conducted between 2002 and 2012, was expanded to include children between the ages of 7 and 14, and the parallel form of the test, A and B, was formed. In future studies, expanding the number and diversity of the sample by including students from different provinces, and adding motivation resources to increase voluntary participation may be beneficial for standardisation of the test. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01