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9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
9 a.m. - 6 p.m.
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John's Island Library
9 a.m. – 8 p.m.
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McClellanville Library
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Edisto Library
9 a.m. - 6 p.m.
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Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
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Baxter-Patrick James Island
9 p.m. - 8 p.m.
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Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
Keith Summey North Charleston Library
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Phone: (843) 805-6909
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Oral Reading Skills and Comprehension Test-II (SOBAT®-II): Assessment of Reading Fluency and Comprehension of Turkish Students with Specific Learning Disabilities
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- Author(s): Melekoglu, Macid Ayhan (ORCID
Melekoglu, Macid Ayhan (ORCID 0000-0002-9933-5331 ); Erden, H. Gülsen (ORCIDErden, H. Gülsen (ORCID 0000-0002-7596-9479 ); Çakiroglu, Orhan (ORCIDÇakiroglu, Orhan (ORCID 0000-0002-8969-7099 )- Language:
English- Source:
South African Journal of Education. Feb 2021 41(1).- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
- Peer Reviewed: Y
- Source: 12
- Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education - Subject Terms: Foreign Countries; Learning Disabilities; Reading Fluency; Reading Comprehension; Oral Reading; Reading Skills; Disability Identification; Reading Difficulties; Test Construction; Children; Early Adolescents; Elementary School Students; Middle School Students; Student Characteristics; Students with Disabilities; Standardized Tests; Family Environment; Test Validity; Test Reliability
- Subject Terms:
- ISSN: 0256-0100
- Abstract: Efforts to diagnose students with specific learning disabilities (SLD) have increased in recent years in Turkey. However, the limited number of assessment tools used to identify students with SLD is one of the most important concerns in this area, since 8 out of 10 students with SLD have difficulty in reading, which affects other academic areas. Considering reading performance scores from standardised reading tests may help eliminate difficulties in SLD assessment. Reading problems are often observed with or without SLD, especially in primary and middle school age groups. However, standardised reading tests are usually not used in screening and diagnosis of these children, and in planning, monitoring, and evaluation of the effectiveness of reading intervention programmes in Turkey. The purpose of the study reported on here was to provide findings of a project that was carried out to develop a standardised reading test, SOBAT®-II, for the assessment of reading and reading comprehension skills development of children with SLD between 7 and 14 years of age. A total of 1,133 test administrations were performed within the scope of this study. As a result of this study, the Oral Reading Skills and Comprehension Test (SOBAT®), of which the preliminary study was conducted between 2002 and 2012, was expanded to include children between the ages of 7 and 14, and the parallel form of the test, A and B, was formed. In future studies, expanding the number and diversity of the sample by including students from different provinces, and adding motivation resources to increase voluntary participation may be beneficial for standardisation of the test.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1290744
- Availability:
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