Abstract:
The current study aimed at identifying performance indicators to screen
for reading and mathematical disabilities in second and fourth grades
in Oman. A number of curricula based measurements in reading were
administered, including: letter sound identification, word segmentation, nonword
segmentation, word reading, nonword reading, oral reading fluency
(ORF) to assess reading fluency, and maze to assess reading comprehension.
Furthermore, a number of mathematical CBM in computation were
administered to both grades. The sample included two groups of participants:
raters and students. Raters included 46 )22 Arabic teachers and 24 mathematics
teachers(, whereas students who participated in the study were 126 from both
genders )66 in the second grade and 60 in the fourth grade(. Angoff method
was used to determine screening indicators and cut off scores. Students’
performance on CBM was described in the light of these indicators. The study
results indicated the adequacy of reading and mathematics CBMs as they
showed good psychometric properties. Additionally, performance indicators
in the different skills were created to screen for learning disabilities in second
and fourth grades.