عنوان مقاله [English]
It is important to measure the ability in the written language as well as the diagnosis of disorders in this area from aspects such as research into written language, correct recognition of timely impairments in this field. The purpose of this study was to develop and validate the written language disorder test for the third elementary school. The research was descriptive. The statistical population was third elementary school in Semnan in 2017. The sample was 202 students who were selected though cluster sampling. To execute the research, a test was designed the factors of which were determined according to the training and content of the relevant books in the second elementary school. The type of questions was considered according to the variety of educational assignments. The number of questions was determined by the frequency of each assignment in educational content. In two stages, the pilot phase was implemented. Data were analyzed through SPSS software using exploratory factor analysis. The results showed that the final designed tool saturated with five factors, namely punctuation, vocabulary, spelling, creation and comprehension. The reliability of the Cronbach alpha for punctuation was 0.783, for vocabulary 0.742, for spelling 0.914, for creation 0.502, for comprehension 0.589 and for the total tool 0.903. The reliability of the retest was 0.942 and its correlation with the semantic spelling scores of the students was 0.724, and was significant at (P<0.01) level. This tool significantly differed between two groups of students with written language disorder and healthy students (P<0.01). According to the obtained results, it can be concluded that the constructed instrument has the proper psychometric properties for application to assess the ability of the written language, to detect the disorder in the written language, to investigate the relation between the written language and the disorder in this field with other variables.