Development and Standardization of the DALI-DAB (Dyslexia Assessment for Languages of India -- Dyslexia Assessment Battery)

Autor/inn/en	Rao, Chaitra; T. A., Sumathi; Midha, Rashi; Oberoi, Geet; Kar, Bhoomika; Khan, Masarrat; Vaidya, Kshipra; Midya, Vishal; Raman, Nitya; Gajre, Mona; Singh, Nandini Chatterjee
Titel	Development and Standardization of the DALI-DAB (Dyslexia Assessment for Languages of India -- Dyslexia Assessment Battery)
Quelle	In: Annals of Dyslexia, 71 (2021) 3, S.439-457 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Nandini Chatterjee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-021-00227-z
Schlagwörter	Foreign Countries; Dyslexia; Reading Tests; Diagnostic Tests; Indo European Languages; English; Language Tests; Test Reliability; Construct Validity; Scores; Bilingual Students; India + Suchen Sie Ihr Suchwort? Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lesetest; Diagnostic test; Diagnostischer Test; Indoeuropäisch; English language; Englisch; Language test; Sprachtest; Testreliabilität; Indien
Abstract	A majority of Indian schoolchildren are biliterate in that they acquire literacy in at least two language systems, necessitating dyslexia assessment in both. The DALI-DAB assesses risk for dyslexia by evaluating reading ability and literacy-learning potential through a battery including literacy tests (letter and word reading, spelling, nonword reading, reading comprehension), and mediator skills (phonological awareness, processing automaticity and executive fluency, oral language) in multiple languages. DALI-DAB was developed in three languages -- English, Hindi, and Marathi -- and standardized on a sample of 1013 children. Reliability analyses revealed high internal consistency ([alpha] > 0.8) in most tests in all three languages. Low standard error of measurement values supported DALI-DAB score stability over repeated testing. Construct validity was variously reinforced through, (i) selection of culture-referenced, research-based tests, (ii) approval of test materials by schoolteachers (face validity) and (iii) grade-correlated performance increases on all DALI-DAB tests, besides robust correlations between (iv) literacy and mediator skill test scores (p < 0.001, concurrent validity), (v) equivalent tests across languages (p < 0.01, convergent validity), and (vi) DALI-DAB and WJ III ACH literacy scores (p < 0.01, criterion validity), in contrast to (vii) low correlation between DALI-DAB and WJ III ACH math scores (p > 0.05, discriminant validity). Overall, the DALI-DAB represents the first standardized dyslexia assessment tool for bilingual-biliterate children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01