Abstract
Children with deficiency in different academic performance in reading, writing usually
perform their daily life activities comparatively better. As a result, these children have to face
many difficulties regarding the academic achievements. If there is no problem of vision and
auditory abilities with these children then they are declared children with specific learning
difficulties (SLD) in one or more specific area of learning. A Test Battery containing Reading
Comprehension Test (RCT) and Writing Comprehension and mechanics Test (WCT) for
diagnosis different problems relating to these students wich was developed and validated. All
the tests of Test Battery were administered to 1013students from 6th and 7th class with high
scores on Screening Checklist. Their IQ score ranged between 90 and 110 and their
achievement scores in Urdu were below 50%. The data collected from the Test Battery, were
analyzed. For establishing the content validity of the tests, judgmental procedure was used. A
panel of experts was consulted. The discriminant validity was determined for these tests with
help of Screening Checklist making two categories of low scoring (0 - 7) Group 1 and high
scoring (8 - 13) Group 2 of the Screening Checklist. It was then determined with achievement
scores in Urdu and IQ test scores. Ravens Progressive Matrices was used for the IQ.
Reliability of tests was determined in terms of internal consistency and stability. The stability
of the test was determined using the test-retest reliability analysis. All the content analyses
indicated that Tests had an adequate validity. These tests can be used for the identification of
the children with specific difficulties in reading and writing in Urdu. These tests had good
reliability index and supportive in the validation of these tests. These tests can be used in
regular schools and in clinical setting for children at risk with SLD.
Tariq Mahmood Khan, Ahmed Sher Awan, Muhammad Aamir Hashmi, Tahseen Mahmood Aslam. (2011) Validation of Reading and Writing Tests for Identification of Children with Specific Learning Difficulties, Journal of Elementary Education, Volume-21, Issue-1.
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