Dyslexia Assessment in Amharic

Autor/in	Mekonnen, Abebayehu Messele
Titel	Dyslexia Assessment in Amharic
Quelle	In: Educational Psychology in Practice, 39 (2023) 2, S.154-177 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2023.2176827
Schlagwörter	Dyslexia; Screening Tests; Identification; Grade 3; Elementary School Students; Semitic Languages; Short Term Memory; Foreign Countries; Test Reliability; Test Validity; Construct Validity; Reading Comprehension; Decoding (Reading); Factor Analysis; Naming; Phonology; Language Processing; Written Language; Alphabets; Ethiopia + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Screening-Verfahren; Identifikation; Identifizierung; School year 03; 3. Schuljahr; Schuljahr 03; Arabisch; Hebräisch; Kurzzeitgedächtnis; Ausland; Testreliabilität; Testvalidität; Leseverstehen; Dekodierung; Faktorenanalyse; Fonologie; Sprachverarbeitung; Geschriebene Sprache; Buchstabenschrift; Äthiopien
Abstract	This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9-12 years. Evidence of construct validity was obtained through factor analyses. Results showed that letter-naming was the most significant predictor of word-level literacy (WLL) skills in Amharic, followed by word-reading measures. Factor analysis revealed four factors: phonological-naming and decoding, comprehension, verbal short-term memory, and orthographic processing. In Amharic, which uses an alphasyllabary writing system, letter-naming is not only a vital WLL skill but also serves as a necessary foundational prerequisite for the acquisition of other WLL skills. The findings substantiate the account that even if the underlying cognitive factor responsible for dyslexia is similar among humans, its manifestations vary across languages and orthographies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01