ROHIMAT, Mamat, Mamat Rohimat and HIDAYAT, Ayi Najmul, Ayi Najmul Hidayat (2025) Development of an Assessment Instrument for Early Reading in Moderately Mentally Disabled Grade VIII Students at SLB ABC Miiroojuttaqwaa. Development of an Assessment Instrument for Early Reading in Moderately Mentally Disabled Grade VIII Students at SLB ABC Miiroojuttaqwaa, 10 (5). ISSN 2597-6850

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Abstract

This study develops a contextual early reading assessment instrument for eighth-grade students with moderate intellectual disabilities at SLB ABC Miiroojuttaqwaa, Sumedang Regency. Employing a qualitative descriptive approach, the research process involvedobservation, interviews, focus group discussions, and expert validation. The findings indicate that while students show varying degrees of competence in phonemic awareness, syllable decoding, and vocabulary comprehension, they encounter significant challenges in sentence construction and reading fluency. The assessment instrument was refined through collaborative discussions with educators and validated by external experts to ensure clarity, relevance, and usability. Key enhancements include the formulation of concrete indicators, improved visual media, and standardised implementation guidelines. The results underscore the need for adaptive assessment tools that align with the cognitive and developmental profiles of students with intellectual disabilities. This instrument supports the formulation of Individualised Education Plans (IEPs) and contributes to inclusive assessment practices. The study recommends institutional adoption through integration into policy frameworks, professional development initiatives, and inter-school moderation efforts to strengthen consistency and equity in assessment. The validated instrument offers a practical model for advancing literacy interventions and fostering educational inclusion

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