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Dinlediğini Anlama Testinin Türk Kültürüne Uyarlanması

Year 2023, Volume: 24 Issue: 4, 509 - 522, 01.12.2023

Serpil Çelikten Demirel Halime Miray Sümer Dodur Özlem Altındağ Kumaş Yasemin Yüzbaşıoğlu

https://doi.org/10.21565/ozelegitimdergisi.1221666

Abstract

Giriş: Birçok çocuğun geliştirdiği dil becerilerinin ilki olan dinleme, sonraki dil becerilerinin temeli olarak hizmet etmektedir. Ayrıca tipik gelişen okuyucular, öğrenme güçlüğü olan çocuklar ve özgül dil bozukluğu olan çocuklar gibi birçok farklı grupta dinlediğini anlama becerilerinin okuma başarısını etkilemektedir. Bu araştırmanın amacı dinlediğini anlama ölçme aracının Türk kültürüne uyarlamasını yapmaktır.
Yöntem: Ölçme aracının psikometrik niteliklerinin madde tepki kuramı (MTK) çerçevesinde incelenmesi amaçlanmış olup bu doğrultuda iki-parametreli lojistik model (2PLM) kullanılmıştır. Sırasıyla, model varsayımlarından tek boyutluluk için doğrulayıcı faktör analizi, yerel bağımsızlık için Q3 istatistiği ve madde karakteristik eğrilerinin monotonik artışı varsayımı için her bir maddenin yetenek ölçeğine koşullu olarak yanıtlanma olasılıklarına ilişkin grafikler incelenmiştir. Varsayım testlerinin ardından genel model veri uyumu, madde bazında model veri uyumu, ayırtedicilik parametreleri, madde güçlük parametreleri ve bilgi fonksiyonları doğrulayıcı faktör analizinden (DFA) elde edilen faktör yükleriyle birlikte incelenmiştir.
Bulgular: Sonuçlar madde parametrelerinin pratikteki uygulamalarda beklenilen aralıklarda yer aldığını, ve test bilgi fonksiyonunun ölçeğin orijinaline benzer şekilde düşük yetenek düzeyinde zirve yaptığını göstermiştir. Faktör yükleri incelendiğinde 23. madde hariç faktör yüklerinin genel kabul edilebilir sınırdan yüksek olduğunu göstermiştir. Bu maddenin modele olan katkısı istatistiksel olarak test edildiğinde, maddenin ilişkili olduğu hikaye bloğundaki diğer maddeleri tutabilmek için bu maddenin ölçme aracında yer almasının uygun olacağı sonucuna ulaşılmıştır. Bunun yanı sıra marjinal güvenirlik katsayısına dayalı olarak ölçme sonuçlarının yüksek düzeyde güvenilir olduğu gözlenmiştir.
Tartışma: Geçerlik ve güvenirlik çalışmasından elde edilen sonuçlar, ölçme aracının 36 maddelik formunun tek boyutlu yapısı için yeterli geçerlik kanıtının elde edildiğine işaret etmektedir.

Keywords

Dinlediğini anlama ölçek uyarlama madde tepki kuramı geçerlik çalışması güvenirlik çalışması

References

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  • Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby-Lervåg, M. (2017). Pre-school predictors of later reading comprehension ability: A systematic review. Campbell Systematic Reviews, 13(1), 1–155. https://doi.org/10.4073/csr.2017.14
  • Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International. Journal of Speech-Language Pathology, 16(3), 199–207. https://doi.org/10.3109/17549507.2014.904441
  • Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and writing, 2(2), 127-160.
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  • Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Asimple view of reading made a little more complex.Reading Psychology, 21, 85–97. https://doi.org/10.1080/02702710050084428
  • Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific studies of Reading, 6(1), 51-77. https://doi.org/10.1207/S1532799XSSR0601_03
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Adaptation of the Listening Comprehension Test to Turkish Culture

Year 2023, Volume: 24 Issue: 4, 509 - 522, 01.12.2023

Serpil Çelikten Demirel Halime Miray Sümer Dodur Özlem Altındağ Kumaş Yasemin Yüzbaşıoğlu

https://doi.org/10.21565/ozelegitimdergisi.1221666

Abstract

Introduction: Listening, the first language skill developed by many children, serves as the basis of subsequent language skills. In addition, listening comprehension skills affect reading success in many different groups such as typically developing readers, children with learning disabilities and children with specific language disorders. The purpose of this research is to adapt the listening comprehension measurement tool to Turkish culture.
Method: The purpose of this study is to examine the psychometric properties of the measurement tool within the framework of item response theory (IRT) through two-parameter logistic model (2PLM). Among model assumptions, confirmatory factor analysis (CFA) for unidimensionality Q3 statistics and item characteristic curve for the monotonic increase assumption showing the response probabilities conditional to the ability continuum were examined, respectively. The results for the assumptions were satisfactory. Then, general model-data fit, item-based model-data fit, discrimination parameters, difficulty parameters and information functions were examined with factor loadings.
Findings: The results showed that item parameters were in the expected ranges in practical applications, and test information function peaked at lower ability level similar to the original measurement tool. Examining factor loadings, except the 23rd item, the remaining satisfied the generally acceptable cut-off point. Findings based on the model tests to find out the contribution of this item showed that it would be appropriate to include it in the measurement tool so as to keep the other items of associated with story block. Moreover, marginal reliability coefficient shows that the measurement results were highly reliable.
Discussion: It was concluded that sufficient evidence of validity and reliability was obtained for one-dimensional structure of 36-item form of the measurement tool.

Keywords

Listening comprehension adaptation item response theory validity study reliability study

References

  • Akour, M. & Al-Omari, H. (2013), Empirical investigation of the stability of IRT item-parameters estimation, International Online Journal of Educational Sciences, 5(2): 291-301.
  • Akyol, H. (2013). Programa Uygun Türkçe Öğretim Yöntemleri [Turkish Teaching Methods Appropriate to the Program] (6. bs.). Ankara: Pegem Akademi.
  • Badian N. A. (1999). Reading disability defined as a discrepancy between listening and reading comprehension: a longitudinal study of stability, gender differences, and prevalence. Journal of learning disabilities, 32(2), 138–148. https://doi.org/10.1177/002221949903200204
  • Cabell, S. Q. Justice, L. M. , Konold, T. R., and McGinty, A. S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26(1), 1–14. https://doi.org/10.1016/j.ecresq.2010.05.003
  • Calp, M. (2005). Özel öğretim alanı olarak Türkçe öğretimi. Konya: Eğitim Kitabevi
  • Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children’s fictional narratives. British Journal of Developmental Psychology, 21, 335–351.
  • Cain, K. (2006). Individual differences in children’s memory and reading comprehension: An investigation of semantic and inhibitory deficits. Memory, 14(5), 553–569.
  • Cain, K., & Barnes, M. A. (2017). Reading comprehension: What develops and when. In D. Compton, R. Parrila, & K. Cain (Eds.), Theories of reading development (pp. 257-281). John Benjamins.
  • Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A researchbased model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38–50. https://doi.org/10.1044/0161-1461(2001/004)
  • Chalmers, R. P. (2012). mirt: A Multidimensional Item Response Theory Package for the R Environment. Journal of Statistical Software, 48(6), 1–29. https://doi.org/10.18637/jss.v048.i06
  • Chen, W.-H., & Thissen, D. (1997). Local Dependence Indexes for Item Pairs Using Item Response Theory. Journal of Educational and Behavioral Statistics, 22(3), 265–289. https://doi.org/10.2307/1165285
  • Christensen, K. B., Makransky, G., Horton M. (2016). Critical Values for Yen’s Q3: Identification of Local Dependence in the Rasch Model Using Residual Correlations. Applied Psychological Measurement, 41(3), 178-194. doi: 10.1177/0146621616677520
  • De Ayala, R. J. (2009). The Theory and Practice of Item Response Theory. U. S. A.
  • Demirel, Ö. (2003). Türkçe ve Sınıf Öğretmenleri İçin Türkçe Öğretimi [Turkish and Turkish Teaching for Classroom] . Ankara: Pegem A Yayıncılık.
  • Diakidoy, I. A. N., Stylianou, P., Karefillidou, C., & Papageorgiou, P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology, 26(1), 55-80. https://doi.org/10.1080/02702710590910584
  • Dimitrov, D. M. (2003). Marginal True-Score Measures and Reliability for Binary Items as a Function of Their IRT Parameters. Applied Psychological Measurement, 27(6), 440–458. https://doi.org/10.1177/0146621603258786
  • Elleman, A. M., Steacy, L. M., Gilbert, J. K., Cho, E., Miller, A. C., Coyne-Green, A., Pritchard, P., Fields, R. S., Schaeffer, S., & Compton, D. L. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences, 98, 102182. https://doi.org/10.1016/j.lindif.2022.102182
  • European Federation of Psychologists’ Assosciations. (2013). EFPA review model for the description and evaluation of psychological tests. EFPA Board of Assessment. Downloaded June 11th 2021 from http://assessment.efpa.eu/documents-/
  • Ergin, A., & Birol, C. (2000). Eğitimde iletişim. Ankara: Anı Yayıncılık
  • Evers, A., Hagemeister, C., Høstmælingen, A., Lindley, P., Muñiz, J., & Sjöberg, A. (2013). EFPA review model for the description and evaluation of psychological and educational tests: Test review form and notes for reviewers. Version 4.2, 6. Brussels: EFPA Board of Assessment. http://www.efpa. eu/download/650d0d4ecd407a51139ca44ee704fda4
  • Florit, E., Roch, M., & Levorato, M.C. (2011). Listening text com- prehension of explicit and implicit information in preschoolers: The role of verbal and inferential skills. Discourse Processes, 48(2), 119–138. doi:10.1080/0163853X.2010.494244
  • Hagen, Å. M., Knoph, R., Hjetland, H. N., Rogde, K., Lawrence, J. F., Lervåg, A., & Melby-Lervåg, M. (2021). Measuring listening comprehension and predicting language development in at-risk preschoolers. Scandinavian Journal of Educational Research, 66(5), 778-792. https://doi.org/10.1080/00313831.2021.1939136
  • Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Contemporary Sociology (Vol. 21). London: Sage.
  • Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby-Lervåg, M. (2017). Pre-school predictors of later reading comprehension ability: A systematic review. Campbell Systematic Reviews, 13(1), 1–155. https://doi.org/10.4073/csr.2017.14
  • Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International. Journal of Speech-Language Pathology, 16(3), 199–207. https://doi.org/10.3109/17549507.2014.904441
  • Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and writing, 2(2), 127-160.
  • Hunsaker, R. A. (1990). Understanding and developing the skills of oral communication: Speaking and listening (2nd ed.). Englewood, CO: Morton Press.
  • Jalongo, M. R. (2010). Listening in early childhood: An interdisciplinary review of the literature. The Intl. Journal of Listening, 24(1), 1-18. https://doi.org/10.1080/10904010903466279
  • Johnson, E. M. (2017). Balancing comprehension and conversation: How elementary teachers manage multiple purposes for text discussions. Teaching and Teacher Education, 66, 325-337. https://doi.org/10.1016/j.tate.2017.05.005
  • Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Asimple view of reading made a little more complex.Reading Psychology, 21, 85–97. https://doi.org/10.1080/02702710050084428
  • Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific studies of Reading, 6(1), 51-77. https://doi.org/10.1207/S1532799XSSR0601_03
  • Karasakaloğlu, N., & Bulut, B. (2018). Etkin dinleme eğitiminin dinlediğini ve okuduğunu anlama üzerine etkisi. Kastamonu Eğitim Dergisi, 26(5), 1407-1417. https://doi.org/10.24106/kefdergi.1923
  • Kavcar, C., Oğuzkan, F., & Sever, S. (2005). Türkçe öğretimi: Türkçe ve sınıf öğretmenleri için [Teaching Turkish: for Turkish and classroom teachers ]. Engin Yayınevi.
  • Kim, Y.-S. & Phillips, B. (2014). Kim, Y. S. & Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49(3), 269-281.. https://doi.org/10.1002/rrq.74
  • Kim, Y.-S. G., & Pilcher, H. (2016). What is listening comprehension and what does it take to improve listening comprehension? In R. Schiff & M. Joshi (Eds.), Handbook of interventions in learning disabilities (pp. 159-174). New York: Springer.
  • L., Hu & P. M., Bentler (1999) Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55, https://doi.org/10.1080/10705519909540118
  • Lehto, J. E., & Anttila, M. (2003). Listening comprehension in primary level grades two, four and six. Scandinavian Journal of Educational research, 47(2), 133-143.https://doi.org.1080/00313830308615
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There are 56 citations in total.

Details

Primary Language English
Subjects Special Education and Disability (Other)
Journal Section Articles
Authors

Serpil Çelikten Demirel 0000-0003-3868-3807

Halime Miray Sümer Dodur 0000-0002-1470-8195

Özlem Altındağ Kumaş 0000-0002-6104-2381

Yasemin Yüzbaşıoğlu 0000-0002-2493-7784

Early Pub Date August 10, 2023
Publication Date December 1, 2023
Published in Issue Year 2023 Volume: 24 Issue: 4

Cite

APA Çelikten Demirel, S., Sümer Dodur, H. M., Altındağ Kumaş, Ö., Yüzbaşıoğlu, Y. (2023). Adaptation of the Listening Comprehension Test to Turkish Culture. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(4), 509-522. https://doi.org/10.21565/ozelegitimdergisi.1221666

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