Questionnaire Description

The questionnaire is based on the “KLIMA” Test Battery (Learning Assessment Scale) and is addressed to students in Grades 3, 4 of Primary School and Grade 7 of Junior High School. It consists of a series of tests aimed at learning assessment, focusing primarily on reading and language skills without using traditional measures of cognitive ability. The tests include word and pseudoword recognition, reading comprehension, word and text spelling, verbal intelligence, reading speed and accuracy, phonological awareness, phoneme discrimination, and number memory. These tasks are designed to facilitate the early detection of learning difficulties, such as dyslexia, in both school and clinical settings.

Data Analysis and Usage

The data analysis is based on statistical comparisons between school and clinical samples, with a focus on indicators such as Cohen’s d and η² values. The most significant differences are found in pseudoword repetition, word recognition, and reading comprehension. The clinical sample shows significantly lower performance in reading speed and accuracy (η²=0.28), pseudowords (η²=0.15), text and word spelling (η²=0.13), and word recognition (η²=0.11–0.17). These tests are evaluated based on accuracy and response time and are strong predictors of learning difficulties.

Objective

The main aim of the KLIMA test battery is the early detection of learning difficulties, such as dyslexia, and the support of the diagnostic process in both educational and clinical environments. It provides tools useful for both educational and research purposes, contributing to the development of individualized interventions. At the same time, the assessment of students’ language and cognitive behaviors allows for targeted educational support and the improvement of both written and oral language skills.

Scoring

Scoring varies depending on the individual test and is based on both quantitative and qualitative performance criteria. Differences between the school and clinical samples highlight the diagnostic value of the tests. The highest discrimination values are found in reading speed and accuracy, pseudoword repetition and recognition, and spelling. The reliability of the individual tests is currently under study, with an indicative reliability coefficient of 0.96 for word recognition.

Bibliography

Protopapas, A., Skaloumbakas, C., & Bali, P. (2008). Validation of unsupervised computer-based screening for reading disability in Greek elementary grades 3 and 4. Learning Disabilities: A Contemporary Journal, 6, 45–69.
Protopapas, A., & Skaloumbakas, C. (2008). The assessment of reading fluency for the identification of reading difficulties. Psychology, 15(3), 267–289.
Skaloumbakas, C., Protopapas, A., & Nikolopoulos, D. (2003). Presentation of a learning assessment scale for evaluating learning difficulties and findings from its application to Grade 7 students. In M. Glokas & G. Kalogeropoulos (Eds.), Communication and Language Disorders: Prevention, Research, Intervention and New Technologies in Health (pp. 55–70). Athens: Ellinika Grammata.