A Psychometric Analysis of The Mathematics Learning Disability Screening Scale Developed Through DSM-5

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dc.contributor.authorFılız, Tunahan
dc.contributor.authorÇelik, Ahmet
dc.date.accessioned2026-02-28T11:58:00Z
dc.date.available2026-02-28T11:58:00Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractPurpose: This study, it was aimed to develop a valid and reliable measurement tool by evaluating the psychometric properties of the Mathematics Learning Disabilities Screening Scale (MLDSS) for elementary and secondary school students. In this context, a measurement tool that is culturally and linguistically appropriate for the Turkish context and overcomes the limitations of translated scales was developed. Design/Methodology/Approach: The study was conducted as a scale development study within a survey research design. The scale's items were developed based on DSM-5 criteria and an extensive literature review. The sample consisted of 644 students, identified by their teachers, from 120 schools across Türkiye's seven geographical regions. The psychometric properties of the scale were evaluated using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), along with internal consistency (Cronbach's Alpha) and test-retest reliability analyses. Findings: The EFA results revealed a three-factor structure (Number Sense, Calculation, and Mathematical Reasoning) that explained 68.5% of the total variance. The CFA confirmed this structure, with goodness-of-fit indices indicating an excellent model fit (e.g., CFI = .95, IFI = .95, RMSEA = .069, ?²/df = 2.41). The scale demonstrated high internal consistency (Cronbach's Alpha = .93) and strong test-retest reliability (r = .90). Highlights: The mathematics learning disability screening scale is a valid and reliable instrument developed for elementary and secondary school students. Its three-factor structure is consistent with modern theories of mathematics learning disabilities and its strong psychometric properties make it a valuable tool for educators and experts in early identification and intervention planning.
dc.identifier.doi10.24106/kefdergi.1797602
dc.identifier.endpage915
dc.identifier.issn2147-9844
dc.identifier.issue4
dc.identifier.startpage903
dc.identifier.trdizinid1349865
dc.identifier.urihttps://doi.org/10.24106/kefdergi.1797602
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1349865
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5300
dc.identifier.volume33
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofKastamonu Eğitim Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TR-Dizin_20260218
dc.subjectValidity
dc.subjectReliability
dc.subjectScale development
dc.subjectMathematical learning disability
dc.titleA Psychometric Analysis of The Mathematics Learning Disability Screening Scale Developed Through DSM-5
dc.typeArticle

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