ساخت و هنجاریابی آزمون تشخیصی نارسانویسی دانش‌آموزان با مشکلات ویژه یادگیری در پایه اول، دوم و سوم ابتدایی شهر همدان

The aim of this study was to construct and validate a non-transcript diagnostic test for first, second and third grade elementary students. The study population consisted of students studying in primary schools in Hamadan, 332 people (175 normal and 157 non-native writers) were selected from the target population as a sample. After making the tests and performing them on the samples, the reliability of the test was calculated to be 0.91, which is at a desirable level. Independent t-test was used to evaluate the difference between the scores of the non-writing and normal groups. Based on the results, the difference between the two groups was significant at the alpha level of 0.01. In order to assess the validity of the criterion, the multi-attribute method was used, for which a checklist of symptoms was completed by experts for the non-writing group. In all cases, the correlation of components of the same name in the checklist and tests is significant and higher than non-identical components. Was. In order to check the content validity, confirmatory factor analysis was used, which was based on the results of all model fit indices, and the factor loads of all components were acceptableWriting began to take shape when man began to think deeply about interacting with more societies and making a lasting impact on his future. On this basis, it can be said that writing has been considered since the beginning of human civilization. Therefore, writing is one of the most important ways of communication and the written form of language is the highest and most complex type of communication. Skills in it can pave the way for better and more complete communication with others (Karand, Mahjan, Kolkarani, 2016). In fact, man understands the thoughts of others by listening and reading and uses speech and writing to inform others of his intentions and thoughts, so all activities and efforts in the field of language teaching in primary school, especially in the first and second grades of primary school should be To cultivate its four pillars, namely listening, speaking, reading and writing. Students may have difficulty with one or both of these. It should be noted that the types of mistakes that students make are not of the same type so that all mistakes can be eliminated by using the same method and their progress can be ensured. To achieve a promising effective method, it is best to first ensure that the child's intelligence is normal by performing an intelligence test. Then write down the mistakes of the student's various dictations on the notebook and choose the appropriate solution according to the type of mistake. In many cases, students do not show interest in writing because they can not put their thoughts on paper and this can have a negative impact on their academic achievement (T. Hell, 2019). Given the fact that writing is one of the skills needed to convey linguistic comprehension and expression of thoughts and ideas, it is effective in the academic and even professional and social success of individuals. Characteristics of written expression deficits include: Writing skills much lower than expected due to the individual's age, intelligence and educational capacity. The prevalence of specific learning disability with impaired written expression is estimated at 15.5% of school-age children. Over time, it fades in many children and is stable at 4% in adults. The disorder in boys is two to three times higher than in girls. According to the Diagnostic and Statistical Manual of Mental Disorders, the diagnosis of a specific learning disability with a defect in written expression based on a child's poor performance in punctuation and correct use of grammar in sentences makes it impossible for him to organize his parable. Poor performance in writing written texts is also poor handwriting and inability to spell and place words in a row in solid sentences. In addition, children with writing disorders have grammatical errors and may not be able to remember which words begin with capital letters. Other characteristics of eating disorder include poorly organized written stories that lack important elements such as where, who, and who or where the clear plot design (Kaplan and Zadok, 2018). Statistics show that 28% of the total learning abilities are written disorders, which families and teachers have specifically reported the occurrence of this disorder in the third and fourth grades (Nazari and Barzegar, 2019). This problem is evident from the second grade in severe cases, and in cases where the disorder is less severe, it may not be known until the fifth grade or later. Most children with mild to moderate forms of writing disorder make relative progress, provided they are properly evaluated and receive supportive education on time, but people with severe disabilities need serious treatment throughout elementary, high school, and even college. Germano, Gagliano, Arena et al., 2020). Given that the most common assessment methods in the field of dyslexia include informal techniques and informal tests (Karimi, 2005), this necessitates that formal tests in the field of dyslexia be designed and implemented for teachers. And specialists in diagnostic test results are more useful in determining writing problems, for which restorative training should be applied (Kai, 2017). At the same time, considering that writing is the most tangible skill among the basic skills, and also considering the increasing complexities of life, writing disorders in different ways can cause problems for a person. Repeated failures in writing undermine the student's self-esteem and if no solution is found for it, in the long run it will lead to academic failure or even dropout, the adverse social and personal consequences of which will affect the individual, family and society. it is possible. Also, teachers 'attitudes and perceptions towards students are greatly affected by students' ability to write and spell. Severe problems in writing words correctly cause great concern to parents and teachers. Children and adolescents have many incorrect problems. Suffering writing that repetitive spelling of misspelled words is not the only solution. Rather, students' input behaviors for writing can be reinforced, including: reinforcement with auditory perception and memory of sounds, reinforcement of visual perception and memory of letters, reinforcement of motor skills, or reinforcement of sensory, visual, auditory, motor and tactile pathways. This important goal was achieved. The most important causes of educational spelling problems in elementary children who have natural intelligence and even higher, are the problems of spelling words with consonant letters. True, this can be bypassed-but not unless you're a techie who knows what he's doing