Reconstructing, Investigating the Reliability and Validity and Scoring

Aim: The aim of the present study was to reconstruct determining validity, and score The Stanford Diagnostic Reading Test fourth edition (SDRT4) in the sixth grade students. Methods: The population of the study was all sixth grades of the 19 educational districts from Tehran, 571 students (255 boys and 316 girls) were selected by using a random multi-cluster sampling. The data were analyzed. The techniques were item analysis (difficulty index, discriminative index, and loop techniques). Validity, translation validity, content validity, and construct validity (factorial analysis), and reliability (Kuder-Richardson) Results: the exploratory factor analysis determined five factors: declarative knowledge, inferential knowledge, procedural knowledge and visualization knowledge. The reliability of the Stanford diagnostic Reading Test’s subtests by computing the Kuder-Richardson coefficient were 0.778, 0.732 and 0.748 for comprehension subtest, vocabulary subtest and scanning subtest in order. Conclusion: By considering the results of present study, SDRT4 has good reliability and validity and can appropriately diagnose the reading disabled students in the sixth grade.