بناء معيار مرجعي لاختبارات القياس المبني على المنهج في مهارات القراءة الأساسية للتعرف على الطلاب ذوي صعوبات في القراءة
Teachers face difficulty in determining students' reading performance, often relying on subjective methods, such as personal judgment. Therefore, it is crucial to establish accurate, objective, and standardized assessment methods that teachers can use to evaluate students' reading performance and identify those at risk of developing reading difficulties. This study aims to develop a norm-referenced standard to assess students' basic reading skills (early literacy skills), including letter fluency, letter naming, phonological awareness, and word reading. A longitudinal study was conducted, testing a total of 448 first and second-grade students in four basic reading skills three times during the school year (at the end of the first semester, the second semester, and the third semester). The results were analyzed to establish a norm-referenced standard, divided into four percentile categories (90%, 75%, 50%, 25%), indicating different levels of student reading proficiency. Students scoring below the 25th percentile can be considered as having learning disabilities or severe reading skill deficits. This measure achieves three main objectives used for making important educational decisions: determining reading levels, identifying students with learning disabilities, and monitoring student performance as they progress or join individualized educational programs. (Published abstract)