Constructing a Pictorial Semantic Memory Test for Special Needs Students

Abstract

    The present study aimed to develop a pictorial semantic memory test for students in special education classrooms (fourth- grade elementary school students), to provide an accurate tool to assess semantic memory skills in alignment with the needs of this specific population. To achieve the study objectives, the researchers selected a sample consisting of 200 male and female students.

The research instrument (pictorial semantic memory test) was constructed based on Tulving’s theory of semantic memory (Tulving, 1993). The essential skills that represent the cognitive structure of this type of memory were identified, and the test items underwent logical and statistical analyses, including assessment of item discrimination power and validity indicators (face validity and construct validity).

Test reliability was verified using the Kuder-Richardson Formula 20 (KR-20), yielding a coefficient of 0.763, indicating a good level of internal consistency.

The final version of the semantic memory test consisted of 80 items, distributed across 10 key skills as follows: Selective attention (5 items), Recitation (5 items),Semantic repetition of words (5 items),Semantic repetition of numbers (5 items),Production of semantic rhythmic structure (5 items),Phonological awareness and discrimination (5 items),Vocabulary comprehension (9 items),Picture naming (10 items),Semantic classification and ordering (6 items),Functional sentence comprehension and integration (25 items),The test was administered to the study sample of 200 special education students during the academic year 2024–2025. The researchers concluded that semantic memory can be reliably and validly measured among students in special education settings.

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