SavedAdd your journal

Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2016 / Cilt: 17 - Sayı: 1

Validity and Reliability Study for the “Control List for the Evaluation of the Writing Readiness Skills of Pre-School Children”

“Okul Öncesi Dönemdeki Çocukların Yazmaya Hazırlık Becerilerini Değerlendirme Kontrol Listesi” İçin Geçerlik Güvenirlik Çalışması

Lütfiye COŞKUN
Ümit DENİZ
Pages
147–161
Publication Date
2016-01-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on these findings, developed list for assessment of writing readiness skills of the 60-72 months children, could be used at assessment of writing Readiness skills for the 48-60 months old children

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The current research was carried out to determine validity and reliability of developed “Control List for the Evaluation of the Writing Readiness Skills of the Pre-School Children” for 60-72 months old children was also valid for 48-60 months old children.
📊
Key Findings & Data:Measurement reliability of the checklist was analyzed by calculating the Kuder Richardson KR-20 internal consistency and test-retest reliability coefficients.
💡
Conclusion & Impact:Based on these findings, developed list for assessment of writing readiness skills of the 60-72 months children, could be used at assessment of writing Readiness skills for the 48-60 months old children
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Writing readiness skills · evaluation of the writing readiness skills · 48-60 months old children

Abstract

The current research was carried out to determine validity and reliability of developed “Control List for the Evaluation of the Writing Readiness Skills of the Pre-School Children” for 60-72 months old children was also valid for 48-60 months old children. The content validity of the checklist is evaluated by expert opinions. Measurement reliability of the checklist was analyzed by calculating the Kuder Richardson KR-20 internal consistency and test-retest reliability coefficients. According to the KR-20 test, reliability coefficient of the checklist was found to be .84. Checklist was evaluated repeatedly with an interval of 15 days and test-retest reliability coefficient was found to be .72. Based on these findings, developed list for assessment of writing readiness skills of the 60-72 months children, could be used at assessment of writing Readiness skills for the 48-60 months old children

Özet

Çalışma, 60-72 aylık çocuklar için mevcut “Okul Öncesi Dönemdeki Çocukların Yazmaya Hazırlık Becerilerini Değerlendirme Kontrol Listesi”nin 48-60 aylık çocuklar için geçerlik ve güvenirliğini belirlemek amacı ile yapılmıştır. Kontrol listesinin kapsam geçerliği uzman görüşüne başvurularak değerlendirilmiştir. Kontrol listesinin ölçüm güvenirliği ise Kuder Richardson KR-20 iç tutarlılık katsayısı ve test tekrar test güvenirlik katsayıları hesaplanarak incelenmiştir. KR-20 testine göre kontrol listesinin güvenirlik katsayısı, .84 olarak bulunmuştur. 15 gün ara ile iki kez değerlendirilen kontrol listesinin test tekrar güvenirlik katsayısının .72 olduğu saptanmıştır. Bu bulgulara dayanarak, 60-72 aylık çocuklar için geliştirilen “Okul Öncesi Dönemdeki Çocukların Yazmaya Hazırlık Becerilerini Değerlendirme Kontrol Listesi”nin 48-60 aylık çocukların yazmaya hazırlık becerilerini değerlendirmek amacı ile de kullanılabileceği söylenebilir.

🔖

Cite This Article

COŞKUN, L., DENİZ, Ü. (2016). Validity and Reliability Study for the “Control List for the Evaluation of the Writing Readiness Skills of Pre-School Children”. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 17 - Sayı: 1, 147–161. https://ajindex.com/articles/263567

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (14)

  1. Alisinanoğlu, F. ve Şimşek, Ö. (2013). “Okul Öncesi Dönemdeki Çocukların Yazmaya Hazırlık Becerilerini Değerlendirme Kontrol Listesi”nin geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 21(3), 1163-1176.
  2. Asher, A. V. (2006). Handwriting instruction in elementary schools. American Journal of Occupational Therapy, 60, 461-471.
  3. Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. Ankara:
  4. Ösym Yayınları.
  5. Berninger, V. W. (2000). Development of language by hand and its connections with language by ear, mouth and eye. Topics in Language Disorders, 20(4), 65-84.
  6. Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
  7. Büyüköztürk, Ş. (2009). Sosyal birimler için veri analizi el kitabı. (10. baskı) İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum. Ankara:
  8. Pegem Akademi. Case Smith, J., Bigsby, R. & Clutter, J. (1998). Perceptual-motor coupling in the development of grasp. The American Journal of Occupational Therapy, 52(2), 102- 110. Coker, D. L., & Ritchey, K. D. (2014). Universal screening for writing risk in kindergarten. Assessment for Effective Intervention, 39(4), 245–256.
  9. Dennis, J. L., & Swinth, Y. (2001). Pencil grasp and children’s handwriting legibility during different-length writing tasks. American Journal of Occupational Therapy, 55, 175–83.
  10. Denton, P. L., Cope, S., & Moser, C. (2006). The effects of sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6- to 11-year-old children. American Journal of Occupational Therapy, 60, 16– 27. Dickinson, D., McCabe, A., & Sprague, K. (2001). Teacher rating of oral language and literacy (TROLL): A research-based tool. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement, University of Michigan. Dyson, A. H. (1990). Symbol makers, symbol weavers: How children link play, pictures and print. Young Children, January, 50-57.
  11. Erhardt, R. P., & Meade, V. (2005). Improving handwriting without teaching handwriting: The consultative clinical reasoning process. Australian Occupational Therapy Journal, 52, 199–210.
  12. Feder, K. F., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine and Child Neurology, 49, 312–317.
  13. Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1, 1–16.
  14. Havens, M. C. (20