Öğrenme Güçlüğüne Yönelik Gelişimsel Bir Değerlendirme Aracı: Çocuk, Ebeveyn ve Öğretmen Ölçeği

Abstract

The study aims to address the gap in early detection of specific learning disabilities by crafting the Early Learning Disability Symptoms Assessment Tool. The study, employing an exploratory-sequential mixed-methods design, initially interviewed 20 purposively sampled participants, including teachers and parents of 10 primary school children diagnosed with specific learning disabilities. Following Braun and Clarke, thematic analysis guided the first phase. Subsequently, an item pool was curated from the initial phase's insights, literature review, and expert consultations. Psychometric evaluation of Early Learning Disability Symptoms Assessment Tool involved 663 kindergarten and first-grade children alongside their parents and teachers (73 for the pilot study and 590 for exploratory and confirmatory factor analyses). Early Learning Disability Symptoms Assessment Tool comprises child, parent, and teacher scales. The child scale (46 items) identified five factors: writing and mathematics, word-syllable knowledge, letter knowledge, right-left distinction, and expert opinion. The parent scale (44 items) unveiled two factors: language development and communication and prerequisite learning and studying skills. The teacher scale (17 items) focused on prerequisite learning and studying skills. The validity and reliability of all three scales were confirmed as acceptable. Early Learning Disability Symptoms Assessment Tool is a valid and reliable tool that facilitates the timely identification of at-risk children through a multidimensional approach, ensuring more dependable data.