DEVELOPMENT, VALIDITY AND RELIABILITY OF DEEP READING ABILITY QUESTIONNAIRE FOR PRIMARY SCHOOL PUPILS

Abstract

This study describes the development, validity, and reliability processes of a Deep Reading Ability Questionnaire (DRAQ) for primary school pupils in English reading. An instrument with 30 items for measuring deep reading ability was developed and validated using item response data from three experts, 10 primary school teachers, and thirty primary school pupils in Xuzhou City, Jiangsu Province, China. Item analysis was carried out to ensure content and face validity, followed by a reliability assessment measuring internal consistency using Cronbach’s Alpha. The DRAQ instrument reported in this study will be utilized in the real study to assess primary school pupils’ deep reading ability in English reading. The DRAQ instrument developed can also serve to examine students’ deep reading skills in different subjects by replacing the English reading material with material from the other subject.