Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problems
Background: Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions. Aims: This research aimed to standardize t...
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| Format: | Article |
| Language: | fas |
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Dr. Mahmoud Mansour publication
2023-10-01
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| Series: | مجله علوم روانشناختی |
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| Online Access: | http://psychologicalscience.ir/article-1-1802-en.pdf |
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| author | Sara Pazoki AliAkbar Arjmandnia Mohsen Shokouhi Yekta Bazargan Harandi Abbas Ali MoghaddamZadeh |
| author_facet | Sara Pazoki AliAkbar Arjmandnia Mohsen Shokouhi Yekta Bazargan Harandi Abbas Ali MoghaddamZadeh |
| author_sort | Sara Pazoki |
| collection | DOAJ |
| description | Background: Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.
Aims: This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).
Methods: The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.
Results: A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.
Conclusion: As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students. |
| first_indexed | 2024-03-11T16:53:48Z |
| format | Article |
| id | doaj.art-df24b9f99eb548ef8f04f3f3752d3f4c |
| institution | Directory Open Access Journal |
| issn | 1735-7462 2676-6639 |
| language | fas |
| last_indexed | 2024-03-11T16:53:48Z |
| publishDate | 2023-10-01 |
| publisher | Dr. Mahmoud Mansour publication |
| record_format | Article |
| series | مجله علوم روانشناختی |
| spelling | doaj.art-df24b9f99eb548ef8f04f3f3752d3f4c2023-10-20T20:39:21ZfasDr. Mahmoud Mansour publicationمجله علوم روانشناختی1735-74622676-66392023-10-012212712591283Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problemsSara Pazoki0AliAkbar Arjmandnia1Mohsen Shokouhi Yekta2Bazargan Harandi Abbas3Ali MoghaddamZadeh4 Ph.D Candidate in Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran. Tehran, Iran Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran. Tehran, Iran Professor, Department of Educational Administration and Planning, Faculty of Psychology and Education, University of Tehran. Tehran, Iran Associate Professor, Department of Methods and Curriculum, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran Background: Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions. Aims: This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018). Methods: The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis. Results: A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale. Conclusion: As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.http://psychologicalscience.ir/article-1-1802-en.pdfstandardizationdiagnostic and prescriptive learning disability evaluation scalespecific learning disabilitypsychometric properties |
| spellingShingle | Sara Pazoki AliAkbar Arjmandnia Mohsen Shokouhi Yekta Bazargan Harandi Abbas Ali MoghaddamZadeh Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problems مجله علوم روانشناختی standardization diagnostic and prescriptive learning disability evaluation scale specific learning disability psychometric properties |
| title | Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problems |
| title_full | Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problems |
| title_fullStr | Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problems |
| title_full_unstemmed | Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problems |
| title_short | Standardization of diagnostic and prescriptive learning disability evaluation scale (ldes-4) to improve learning quality of students with learning problems |
| title_sort | standardization of diagnostic and prescriptive learning disability evaluation scale ldes 4 to improve learning quality of students with learning problems |
| topic | standardization diagnostic and prescriptive learning disability evaluation scale specific learning disability psychometric properties |
| url | http://psychologicalscience.ir/article-1-1802-en.pdf |
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