Development and Validation of a Reading-Related Assessment Battery in Malay for the Purpose of Dyslexia Assessment

Autor/in	Lee, Lay Wah
Titel	Development and Validation of a Reading-Related Assessment Battery in Malay for the Purpose of Dyslexia Assessment
Quelle	In: Annals of Dyslexia, 58 (2008) 1, S.37-57 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-007-0011-0
Schlagwörter	Indonesian Languages; Reading Tests; Test Construction; Test Validity; Dyslexia; Disability Identification; Phonological Awareness; Decoding (Reading); Listening Comprehension; Reading Comprehension; Short Term Memory + Suchen Sie Ihr Suchwort? Indonesisch; Lesetest; Testaufbau; Testvalidität; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Dekodierung; Hörverständnis; Leseverstehen; Kurzzeitgedächtnis
Abstract	Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word Reading, Spelling, Passage Reading, Reading Comprehension, Listening Comprehension, Elision, Rapid Letter Naming and Digit Span. Content validity was established by expert judgment. Concurrent validity was obtained using the schools' language tests as criterion. Evidence of predictive and construct validity was obtained through regression analyses and factor analyses. Phonological awareness was the most significant predictor of word-level literacy skills in Malay, with rapid naming making independent secondary contributions. Decoding and listening comprehension made separate contributions to reading comprehension, with decoding as the more prominent predictor. Factor analysis revealed four factors: phonological decoding, phonological naming, comprehension and verbal short-term memory. In conclusion, despite differences in orthography, there are striking similarities in the theoretical constructs of reading-related tasks in Malay and in English. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10