Validation study demonstrates reliable measurement of preschool book-reading quality in Turkish educators, indicating strong psychometric suitability for early childhood classrooms.
Key Points
Adapt and validate the Systematic Assessment of Book Reading Tool (SABR-2.2) for the Turkish language and culture to evaluate preschool teachers' shared reading practices.
Conducted a cross-cultural adaptation following established theoretical and practical guidelines.
Enrolled N=150 volunteer preschool teachers working in preschools and kindergartens in Ankara, Turkey.
Assessed psychometric properties using confirmatory factor analysis and internal consistency metrics.
Confirmatory factor analysis confirmed an 11-item unidimensional structure with factor loadings ranging from .40 to .83, accounting for 46% of the total variance.
Goodness-of-fit indices demonstrated acceptable to good model-data fit (χ2/df = 1.43, CFI = .95, GFI = .87, NNFI = .92, TLI = .92, RMSEA = .080, SRMR = .090).
Scale demonstrated high internal consistency (Cronbach’s α = .81, McDonald’s ω = .90) and high discrimination between lower and upper scoring groups.