Abstract:

The first step of understanding is to understand the word. If the student knows the words in the reading text, the reading will become meaningful for him. In primary schools, students learn the same reading pieces, although they have different levels of word recognition. This also causes the study to not take into account individual differences between the students and to make the assessment with the group. This study aims to develop a tool that will contribute to the determination of students’ level of word recognition and the selection of reading parts according to students’ levels. From the inventories designed as an individual assessment tool, the words included in the Word Recognition Inventory-1 (KTE-1) consisted of the words of the six-level sound group that students met in the first reading writing process; the words included in the Word Recognition Inventory-2 (KTE-2) consisted of the words they learned in the classbooks and in the class practices. The study group of the design and development research model using the type 1 development research type of the study group consists of a total of 85 (52% female, 48% male) primary school first-class students selected by the appropriate sample method. For the conformity of the words, the validity of the content was considered, the measures were taken towards the factors that could affect the internal and external validity. The reliability ratio of KTE-1 and KTE-2 was calculated to demonstrate the reliability of internal consistences; the conclusion was that all lists of KTE-1 were Cronbach Alpha reliability ratio .986 and KTE-2 .970. The results show that the validity and reliability of KTE-1 and KTE-2 are high, that there is a high level of relationship between the error type and the word type, that the word is the correct ratio between the correct reading and reading speeds, and that all of these features are consistent in both inventories, that the inventory has the ability to be a good measurement tool. As a result of the implementation of the KTE, it is believed that it will contribute to the assessment of the words recognition skills by determining the level of word recognition of students and to the conduct of reading studies in accordance with their individual needs.

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