The Quality of Virtual Activity Pages with Specific Content to Resolve Reading and Writing Difficulties

Abstract

This paperwork has the objective to determine whether the websites with specific content are efficacious in resolving reading and writing difficulties. Data resource is made up of 100 pages selected in accordance with the criteria of maximum variation sampling. The documents were consulted through five different mediums chosen according to the method of homologous sampling. Data were collected using a Checklist for Identifying Content Features of Activity Pages (CICFAP) and a Checklist for Determining the Purpose-Activity Compliance of Activity Pages (CDPACAP) developed by the researchers. Two experts made use of Lawshe’s method to assess the checklists for face and content validity. The first researcher assessed the documents twice within 15 days of time to assure reliability. The interrater reliability was 98% according to the reliability formula suggested by Miles and Huberman (1994) in the terms of accuracy/authenticity. Descriptive analysis and content analysis were performed on the data obtained through the two checklists. Some of the analysis results were reported using percentage distribution, one of the descriptive statistical methods, while others were reported as plain text. The results demonstrate that majority of the virtual activity pages do not tally with the criteria of content and purpose-benefit.