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The present study was conducted to develop a valid and reliable indigenous scale for assessment of Learning
Disabilities. The study was divided in two phases. In Phase I a culturally relevant item pool was generated
through a review of literature and conducting interviews with primary school teachers, parents of primary
school children, school counselors and school psychologists, and existing scales of learning disabilities. In
phase II, factor structure, internal consistency and validity of the scale were established. Exploratory Factor
Analysis was applied to identify the factor structure of 99 items of Learning Disabilities Scale (LDS). Factorial
validity was estimated on a sample of 300 students and four factors were explored. These four factors were
spoken language, listening ability & cognition, reading ability, writing skill & spelling ability and numerical
ability. These factors explained almost 59% of the total item variance and yielded a significant Cronbach alpha
(α = .98). Criterion related construct validity was established by comparing normal children with those
diagnosed with learning disabilities. The results showed that LDS significantly discriminates the mentioned
groups which proved the validity of the scale. The study holds useful implications for teachers, parents, school
counsellors and school psychologists.
Javaria Zahra, Farhat Jamil, Ruhi Khalid. (2014) Development and Preliminary Validation of an Indigenous Scale for Assessment of Learning Disabilities, Pakistan Journal of Social and Clinical Psychology, Volume 12, Issue 2.
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