Reconstructing, Investigating the Reliability and Validity and Scoring

Aim: the aim of the present study was to reconstruct determining validity, and score the stanforddiagnostic reading test fourth edition (sdrt4) in the sixth grade students.methods: the population of the study was all sixth grades of the 19 educational districts from tehran,571 students (255 boys and 316 girls) were selected by using a random multi-cluster sampling. the datawere analyzed. the techniques were item analysis (difficulty index, discriminative index, and looptechniques). validity, translation validity, content validity, and construct validity (factorial analysis), andreliability (kuder-richardson)results: the exploratory factor analysis determined five factors: declarative knowledge, inferentialknowledge, procedural knowledge and visualization knowledge. the reliability of the stanford diagnosticreading test’s subtests by computing the kuder-richardson coefficient were 0.778, 0.732 and 0.748 forcomprehension subtest, vocabulary subtest and scanning subtest in order.conclusion: by considering the results of present study, sdrt4 has good reliability and validity and canappropriately diagnose the reading disabled students in the sixth grade.