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Volume 18, Issue 1 (Spring 2016)
Advances in Cognitive Sciences 2016, 18(1): 22-34 |
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Moradi A, Hosaini M, Kormi Nouri R, Hassani J, Parhoon H. Reliability and Validity of Reading and Dyslexia Test (NEMA). Advances in Cognitive Sciences 2016; 18 (1) :22-34
URL: http://icssjournal.ir/article-1-409-en.html
URL: http://icssjournal.ir/article-1-409-en.html
1- Department of Clinical Psychology, University of Kharazmi, Institute for Cognitive Science Studies, Alborz, Iran.
2- Psychology, Department of Clinical Psychology, University of Kharazmi, Alborz, Iran.
3- Professor, Department of Psychology, University of Tehran, Center for Health and Medical Psychology, Tehran, Iran.
4- Department of Clinical Psychology, University of Kharazmi, Alborz, Iran.
5- Faculty of Psychology and Educational Sciences University of Kharazmi, Alborz, Iran.
2- Psychology, Department of Clinical Psychology, University of Kharazmi, Alborz, Iran.
3- Professor, Department of Psychology, University of Tehran, Center for Health and Medical Psychology, Tehran, Iran.
4- Department of Clinical Psychology, University of Kharazmi, Alborz, Iran.
5- Faculty of Psychology and Educational Sciences University of Kharazmi, Alborz, Iran.
Abstract: (7394 Views)
Objective: This study aimed to investigate the reliability and validity of reading and dyslexia test (NEMA)
Method: A total of 1614 primary school students from Tabriz, Sanandaj and Tehran were evaluated using the reading and dyslexia test (NEMA). The study sample was selected by stratified random-sampling among students from the three cities (Tehran: 600, Sanandaj: 500, Tabriz: 500). A total of 770 male and 844 female 5th-grade students were enrolled from the primary school in Tehran and Sanandaj Tabriz.
Results: Findings demonstrated a good internal consistency of vocabulary test with high-frequency, medium-frequency and low-frequency words, word string, words understanding and pseudo-words is the elimination of sounds and reading fake-words. However, calling pictures tests (both forms) with moderate internal consistency and text understanding with poor internal consistency, seem to require revisions to acquire an improved Cronbach,s alpha.
Conclusion: The overall Cronbach's alpha for tests with high-frequency words, words with medium frequency, low-frequency words, word string, test of rhyme, calling pictures 1, 2, text comprehension, words understanding, elimination of sounds, and pseudo-word, reading fake-words were 0.97, 0.98, 0.98, 0.95, 0.89, 0.67, 0.68, 0.48, 0.71, 0.95 and 0.97,respectively. Also, the results of factor analysis showed that NEMA test includes two major components. The first factor includes vocabulary tests with high-frequency and medium-frequency words, understanding words, elimination of sounds, pseudo-words and reading fake-words. The second factor includes of words, rhymes, calling the pictures of 1, 2, text understanding and signs test.
Method: A total of 1614 primary school students from Tabriz, Sanandaj and Tehran were evaluated using the reading and dyslexia test (NEMA). The study sample was selected by stratified random-sampling among students from the three cities (Tehran: 600, Sanandaj: 500, Tabriz: 500). A total of 770 male and 844 female 5th-grade students were enrolled from the primary school in Tehran and Sanandaj Tabriz.
Results: Findings demonstrated a good internal consistency of vocabulary test with high-frequency, medium-frequency and low-frequency words, word string, words understanding and pseudo-words is the elimination of sounds and reading fake-words. However, calling pictures tests (both forms) with moderate internal consistency and text understanding with poor internal consistency, seem to require revisions to acquire an improved Cronbach,s alpha.
Conclusion: The overall Cronbach's alpha for tests with high-frequency words, words with medium frequency, low-frequency words, word string, test of rhyme, calling pictures 1, 2, text comprehension, words understanding, elimination of sounds, and pseudo-word, reading fake-words were 0.97, 0.98, 0.98, 0.95, 0.89, 0.67, 0.68, 0.48, 0.71, 0.95 and 0.97,respectively. Also, the results of factor analysis showed that NEMA test includes two major components. The first factor includes vocabulary tests with high-frequency and medium-frequency words, understanding words, elimination of sounds, pseudo-words and reading fake-words. The second factor includes of words, rhymes, calling the pictures of 1, 2, text understanding and signs test.
Type of Study: Research |
Subject:
Special
Received: 2014/11/24 | Accepted: 2015/10/2 | Published: 2016/05/21
Received: 2014/11/24 | Accepted: 2015/10/2 | Published: 2016/05/21
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