| چکیده انگلیسی مقاله |
Objective: Grammar is a key element of language knowledge and a factor in predicting learning and academic success. Early diagnosis of grammar disorders before entering school is very important. So far, no tool has been designed to evaluate the grammar comprehension of Turkish-Azerbaijani in the world. The lack of a test to diagnose language developmental and grammar disorders in Turkish-Azerbaijani is one of the main problems of speech and language pathologists in Iran. The present study was conducted to report the steps related to the Turkish-Azerbaijani grammar comprehension test design for 4-6-year-old children along with content and form validity.
Materials & Methods: This research was conducted using a mixed exploratory method (qualitative-quantitative) and in two steps. In the first step, the pool of items for the preliminary test was prepared, and in the second step, the content and face validity stages were passed. The implementation process of the current research was carried out in five stages. In the first stage, the general design of the test and its different stages were determined based on the systematic design model of the test. In the second stage, the concept and structure of the test were described and all its characteristics were determined. Four main criteria were considered to select the test structures at this stage. In the third stage, grammar structures and test items were determined. In other words, after investigating various databases and reviewing available references, 42 grammatical structures of the Turkish-Azerbaijani language were extracted, of which 8 structures were removed after preliminary examination by experts. Then, in the next step to design the set of items, 204 items were designed for the remaining 34 grammatical structures. In the fourth step, content validity was calculated after preparing the items for the initial version of the test. To determine content validity, experts in the field of Turkish-Azerbaijani grammar and familiar with the test development were invited to review and complete the content validity form and exchange opinions. First, 11 experts evaluated the constructs and items to calculate the content validity ratio and expressed their opinions. Then the picture design was done based on the important criteria of the research team. Finally, 11 other experts were asked to check the association between the target sentence and the corresponding picture to calculate the content validity index. Then, according to the opinion of the research team members and experts, two more suitable items were selected among the four items for each grammar structure and included in the preliminary version of the pilot study. In the fifth stage, the initial version of the test was performed on 30 children aged 4 to 6 years with normal language development and who had the research criteria, and finally the face validity was calculated qualitatively.
Results: After reviewing the studies and analyzing the findings and calculating the content validity ratio, two structures were removed, and 32 grammatical structures with 128 items that have greater or equal content validity ratio values were 0.59, remained. After picture designing and calculating the content validity index, it was considered appropriate content validity if the index was greater than or equal to 0.79. The initial version of the test included 32 grammatical structures and 64 items. None of the items were false in the pilot study phase, and only 10 items were revised. The content validity ratio was 0.91 and the content validity index of the test was 0.87, which they were in the appropriate range.
Conclusion: The Turkish-Azerbaijani grammar comprehension test has adequate content and face validity and can be used to evaluate grammar comprehension of Turkish-Azerbaijani in 4-6 children after completing all validity and reliability steps. |
| کلیدواژه‌های انگلیسی مقاله |
Azerbaijani-Turkish, Comprehension, Validity, Development, Grammar, Test
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| نویسندگان مقاله |
فاطمه فکار قراملکی | Fatemeh Fekar Gharamaleki
Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
مرکز تحقیقات توانبخشی اعصاب اطفال، دانشگاه علوم بهزیستی و توانبخشی، تهران، ایران.
اکبر دارویی | Akbar Darouie
Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
گروه گفتاردرمانی، دانشگاه علوم توانبخشی و سلامت اجتماعی تهران، تهران، ایران.
عباس عبادی | Abbas Ebadi
Behavioral Sciences Research Center, Life Style Institute, Faculty of Nursing, Baqiyatallah University of Medical Sciences, Tehran, Iran.
مرکز تحقیقات علوم رفتاری، موسسه سبک زندگی، دانشکده پرستاری، دانشگاه علوم پزشکی بقیه الله، تهران، ایران.
طلیعه ظریفیان | Talieh Zarifian
Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
گروه گفتاردرمانی، دانشگاه علوم توانبخشی و سلامت اجتماعی تهران، تهران، ایران.
حوریه احدی | Hourieh Ahadi
Department of Linguistics, Institute for Humanities and cultural studies, Tehran, Iran.
گروه زبان‌شناسی، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران.
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