Purpose of the Questionnaire (Scale)

The main purpose of the test is the objective measurement of reading ability in children aged 6–10 years. It is intended for educators and psychologists to identify students with reading difficulties and to compare the level of reading ability among students. The test measures text comprehension and language proficiency through multiple-choice questions.

Questionnaire (Scale) Analysis

The test was developed by E. Tafa in 1995 and consists of 42 multiple-choice questions in the form of completing missing parts of a sentence. It can be administered either in groups or individually. It has been standardized on a sample of 2,518 students from across Greece, using standardized scores for accurate evaluation.

Scoring of Questions

Each correct answer is awarded 1 point, with a maximum possible score of 42 points. The final score reflects the student’s level of reading ability.

Statistical Analysis

The test demonstrates high statistical reliability and validity. Maximum and minimum values are determined by norms derived from the standardized sampling. For example, a high score (e.g., over 35 points) indicates excellent reading ability, while a low score (e.g., below 20 points) may indicate difficulties.
Questionnaire (Scale) Validity
The test has very good content, criterion, and construct validity. It has been used in many educational studies in Greece, confirming its ability to effectively measure reading ability.
Questionnaire (Scale) Reliability
The test’s reliability is confirmed by a Cronbach’s alpha coefficient of 0.94, indicating excellent internal consistency, and a Guttman coefficient of 0.93, indicating high stability. These psychometric characteristics make the test reliable for both research and clinical applications.

Bibliography

Tafa, E. (1995). Reading Ability Detection Test. Athens: Ellinika Grammata.

Keywords

Reading ability, psychometric tests, educational assessment, dyslexia, multiple choice, statistical analysis, validity, reliability.