KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Assessment Tools in Education / 2026 / Volume: 13 Issue: 3

Adaptation of the Systematic Assessment of Book Reading Tool (SABR-2.2) into Turkish

Figen Sahin(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0001-5614-6883
Gökçe Karaman Benli(ANKARA ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ FAKÜLTESİ)0000-0002-4784-5612
Nergiz Teke(BARTIN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-7281-7509
Arif Yılmaz(UNICEF)0000-0001-5106-7721
Ergul Demir(ANKARA ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ FAKÜLTESİ)0000-0002-3708-8013
Elif Kural Kınık(ERZINCAN BINALI YILDIRIM UNIVERSITY)0000-0003-4423-5453
Tuğba Baş(BARTIN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-1093-2445
Sayfa
—
Yayın Tarihi
2026-09-02
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In line with these findings, the scale is considered a valid and reliable instrument for evaluating teachers’ book reading practices in the Turkish culture.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This study aims to adapt SABR-2.2 to the Turkish language and culture.
📊
Temel Bulgular & Veri:The adaptation of the SABR-2.2 was conducted in line with the theoretical and practical models and criteria.
💡
Sonuç & Katkı:In line with these findings, the scale is considered a valid and reliable instrument for evaluating teachers’ book reading practices in the Turkish culture.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Preschool teachers · Storybook reading · Early literacy skills

Özet

This study aims to adapt SABR-2.2 to the Turkish language and culture. The tool was developed to evaluate the quality of preschool teachers’ book-reading activities with children. The adaptation of the SABR-2.2 was conducted in line with the theoretical and practical models and criteria. A total of 150 volunteer preschool teachers employed in preschools and kindergartens in Ankara participated in the study. According to the results, the factor loadings for 11 items ranged from .40 to .83, accounted for 46% of the total variance, and indicated a unidimensional structure. The goodness-of-fit indices obtained from the confirmatory analyses (χ2/df = 1.43, CFI = .95, GFI = .87, NNFI = .92, TLI = .92, RMSEA = .080, SRMR = .090) indicated an acceptable to good level of model-data fit. For the 11-item scale, Cronbach’s α was .81, and McDonald’s ω was .90. These values indicate that the scale works with high internal consistency. In addition, the total scores obtained from the scale seem to provide high discrimination between the lower and upper groups. In line with these findings, the scale is considered a valid and reliable instrument for evaluating teachers’ book reading practices in the Turkish culture.

Abstract

This study aims to adapt SABR-2.2 to the Turkish language and culture. The tool was developed to evaluate the quality of preschool teachers’ book-reading activities with children. The adaptation of the SABR-2.2 was conducted in line with the theoretical and practical models and criteria. A total of 150 volunteer preschool teachers employed in preschools and kindergartens in Ankara participated in the study. According to the results, the factor loadings for 11 items ranged from .40 to .83, accounted for 46% of the total variance, and indicated a unidimensional structure. The goodness-of-fit indices obtained from the confirmatory analyses (χ2/df = 1.43, CFI = .95, GFI = .87, NNFI = .92, TLI = .92, RMSEA = .080, SRMR = .090) indicated an acceptable to good level of model-data fit. For the 11-item scale, Cronbach’s α was .81, and McDonald’s ω was .90. These values indicate that the scale works with high internal consistency. In addition, the total scores obtained from the scale seem to provide high discrimination between the lower and upper groups. In line with these findings, the scale is considered a valid and reliable instrument for evaluating teachers’ book reading practices in the Turkish culture.

🔖

Bu Makaleye Atıf Yap

Sahin, F., Benli, G. K., Teke, N., Yılmaz, A., Demir, E., Kınık, E. K., Baş, T. (2026). Adaptation of the Systematic Assessment of Book Reading Tool (SABR-2.2) into Turkish. International Journal of Assessment Tools in Education, Volume: 13 Issue: 3. https://doi.org/10.21449/ijate.1676315

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (62)

  1. Barnes, E.M., Dickinson, D.K., & Grifenhagen, J.F. (2017). The role of teachers’ comments during book reading in children’s vocabulary growth. The Journal of Educational Research, 110(5), 515-527. https://doi.org/10.1080/00220671.2015.1134422
  2. Barnes, E., & Puccioni, J. (2017). Shared book reading and preschool children’s academic achievement: Evidence from the early childhood longitudinal study-birth cohort. Infant and Child Development, 26(6), Article e2035. https://doi.org/10.1002/icd.2035
  3. Blewitt, P., & Langan, R. (2016). Learning words during shared book reading: The role of extratextual talk designed to increase child engagement. Journal of Experimental Child Psychology, 150, 404-410. https://doi.org/10.1016/j.jecp.2016.06.009
  4. Borsa, J.C., Damásio, B.F., & Bandeira, D.R. (2012). Cross-cultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423 432. https://doi.org/10.1590/S0103-863X2012000300014
  5. Castro, D.A.S., & Barrera, S.D. (2019). The contribution of emergent literacy skills for early reading and writing achievement. Trends in Psychology, 27(2), 509-522. https://doi.org/10.9788/TP2019.2-15
  6. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Assoc.
  7. Creswell, J.W. (2015). A concise introduction to mixed methods research. SAGE Publications.
  8. Cutler, L.E. (2020). Parents’ physically performative behaviors during shared book reading: An observational study [Unpublished doctoral dissertation]. University of Delaware.
  9. Deniz, A. (2018). Resimli öykü kitaplarının ve kitap okuma etkinliklerinin niteliği beş yaş çocuklarının dil gelişimiyle ilişkisinin incelenmesi [An examination of the relationship between the quality of picture story books’ & read alouds’ and language development of 5 year old children] [Unpublished doctoral dissertation]. Hacettepe University.
  10. Deshmukh, R.S., Zucker, T.A., Tambyraja, S.R., Pentimonti, J.M., Bowles, R.P., & Justice, L.M. (2019). Teachers’ use of questions during shared book reading: Relations to child responses. Early Childhood Research Quarterly, 49, 59-68. https://doi.org/10.1016/j.ecresq.2019.05.006
  11. DeVellis, R.F. (2017). Scale development: Theory and applications (T. Totan, Trans.). Nobel Yayıncılık. (Original work published 2012)
  12. Dickinson, D.K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16(4), 186-202. https://doi.org/10.1111/0938-8982.00019
  13. Dickinson, D.K., & Porche, M.V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth‐grade language and reading abilities. Child Development, 82(3), 870-886. https://doi.org/10.1111/j.1467-8624.2011.01576.x
  14. Dickinson, D.K., & Smith, M.W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29(2), 105-122. https://doi.org/10.2307/747807
  15. Dickinson, D.K., Griffith, J.A., Golinkoff, R.M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, 2012(1), Article 602807. https://doi.org/10.1155/2012/602807
  16. Dowdall, N., Melendez‐Torres, G.J., Murray, L., Gardner, F., Hartford, L., & Cooper, P.J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta‐analysis. Child Development, 91(2), e383-e399. https://doi.org/10.1111/cdev.13225
  17. Epskamp, S. (2022). semPlot: Path diagrams and visual analysis of various SEM packages’ output (Version 1.1.6) [R package]. CRAN. https://doi.org/10.32614/CRAN.package.semPlot
  18. Ergül, C., Akoğlu, G., Sarıca, A., Tufan, M., & Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin “etkileşimli kitap okuma” bağlamında incelenmesi [Examination of shared book reading activities in kindergartens based on “dialogic reading”]. Mersin University Journal of the Faculty of Education, 11(3), 603-619. https://doi.org/10.17860/efd.88429
  19. Ergül, C., Sarıca, A.D., & Akoğlu, G. (2016). Etkileşimli kitap okuma: Dil ve erken okuryazarlık becerilerinin geliştirilmesinde etkili bir yöntem [Dialogic reading: An effective method to improve language and early literacy skills]. Ankara University Faculty of Educational Sciences Journal of Special Education, 17(2), 193-204. https://doi.org/10.21565/ozelegitimdergisi.246307
  20. Ezell, H.K., & Justice, L.M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech Language Pathology, 9(1), 36 47. https://doi.org/10.1044/1058-0360.0901.36
  21. Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Education.
  22. Gonzalez, J.E., Pollard-Durodola, S., Simmons, D.C., Taylor, A.B., Davis, M.J., Fogarty, M., & Simmons, L. (2014). Enhancing preschool children’s vocabulary: Effects of teacher talk before, during and after shared reading. Early Childhood Research Quarterly, 29(2), 214 226. https://doi.org/10.1016/j.ecresq.2013.11.001
  23. Hambleton, R.K., Merenda, P.F., Spielberger, C.D. (Eds.) (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum Associates, Publishers.
  24. He, K., & Bowman, Y.Z. (2021). Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools. Journal of Chinese Writing Systems, 5(3), 185-193. https://doi.org/10.1177/25138502211025643
  25. Hindman, A.H., Farrow, J., & Wasik, B.A. (2022). Teacher-child conversations in preschool: Insights into how teacher feedback supports language development. Topics in Language Disorders, 42(4), 336-359. https://doi.org/10.1097/TLD.0000000000000295
  26. Hoelter, J.W. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods & Research, 11(3), 325-344. https://doi.org/10.1177/0049124183011003003
  27. Işıkoğlu, N., & Şimşek, Z.C. (2020). Erken çocukluk eğitimi öğretmenlerinin hikâye anlatma/kitap okuma uygulamaları tercihleri ve nedenleri [Early childhood education teachers’ storytelling and reading practice preferences and their reasons]. Journal of Mother Tongue Education, 8(4), 1519-1533. https://doi.org/10.16916/aded.785633
  28. Işıkoğlu-Erdoğan, N., Atan, A., Asar, H., Mumcular, F., Yüce, A., Kıraç, M., & Kilimlioğlu, Ç. (2016). Ebeveyn ve öğretmenlerin birlikte hikâye okuma etkinliklerinin incelenmesi [Examination of parents’ and teachers’ shared reading activities]. Elementary Education Online, 15(1). https://doi.org/10.17051/io.2016.05211
  29. Jöreskog, K.G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International
  30. Jöreskog, K.G., Olsson, U.H., & Wallentin, F.Y. (2016). Multivariate analysis with LISREL. Springer. https://doi.org/10.1007/978-3-319-33153-9_7
  31. Justice L.M., & Kaderavek, J.N. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8-13. https://doi.org/10.1177/004005990203400401
  32. Justice, L.M., & Pullen, P.C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113. https://doi.org/10.1177/02711214030230030101
  33. Justice, L.M., Zucker, T.A., & Sofka, A.E. (2010). Systematic assessment of book reading: SABR manual. The Ohio State University, College of Education and Human Ecology.
  34. Kalaycı, Ş. (Ed.) (2006). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. Asil Yayınları.
  35. Kline, R.B. (2005). Principles and practice of structural equation modeling. Guilford Publications.
  36. Mascareño, M., Snow, C.E., Deunk, M.I., & Bosker, R.J. (2016). Language complexity during read-alouds and kindergartners’ vocabulary and symbolic understanding. Journal of Applied Developmental Psychology, 44, 39-51. https://doi.org/10.1016/j.appdev.2016.02.001
  37. Morrow, L.M., & Gambrell, L.B. (2004). Using children’s literature in preschool: Comprehending and enjoying books. International Reading Association.
  38. National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
  39. Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS. Routledge.
  40. Pentimonti, J.M., Bowles, R.P., Zucker, T.A., Tambyraja, S.R., & Justice, L.M. (2021). Development and validation of the Systematic Assessment of Book Reading (SABR-2.2). Early Childhood Research Quarterly, 55, 201-213. https://doi.org/10.1016/j.ecresq.2020.11.007
  41. Pentimonti, J.M., Zucker, T.A., Justice, L.M., Petscher, Y., Piasta, S.B., & Kaderavek, J.N. (2012). A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR). Early Childhood Research Quarterly, 27(3), 512 528. https://doi.org/10.1016/j.ecresq.2011.12.007
  42. Piasta, S.B., Soto Ramirez, P., Farley, K.S., Justice, L.M., & Park, S. (2020). Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices. Reading and Writing, 33, 1399-1422. https://doi.org/10.1007/s11145-019-10013-4
  43. R Core Team (2024). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/
  44. Revelle, W. (2025). psych: Procedures for psychological, psychometric, and personality research (Version 2.5.3) [R package]. CRAN. https://CRAN.R project.org/package=psych
  45. Rohde, L. (2015). The comprehensive emergent literacy model: Early literacy in context. Sage Open, 5(1), 1-11. https://doi.org/10.1177/2158244015577664
  46. Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36. https://doi.org/10.18637/jss.v048.i02
  47. Sembiante, S.F., Dynia, J.M., Kaderavek, J.N., & Justice, L.M. (2018). Teachers’ literal and inferential talk in early childhood and special education classrooms. Early Education and Development, 29(1), 14-30. https://doi.org/10.1080/10409289.2017.1362916
  48. Sénéchal, M., & LeFevre, J.A. (2002). Parental involvement in the development of children’s reading skill: A five year longitudinal study. Child Development, 73(2), 445 460. https://doi.org/10.1111/1467-8624.00417
  49. Shanahan, T., & Lonigan, C.J. (2010). The National Early Literacy Panel: A summary of the process and the report. Educational Researcher, 39(4), 279 285. https://doi.org/10.3102/0013189X10369172
  50. Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (6th ed.). Pearson.
  51. Tepetaş-Cengiz, G.Ş. (2015). Okul öncesi öğretmenlerinin resimli öykü kitabı okuma etkinlikleri ile çocukların dil gelişimleri arasındaki ilişkinin incelenmesi [An investigation of the relationship between preschool teachers’ picture story book reading activities and children’s language development] [Unpublished doctoral dissertation]. Hacettepe University.
  52. Tepetaş-Cengiz, G.Ş., & Erol, D. (2021). Validity and reliability study of the parent-child shared book reading inventory. Psycho Educational Research Review, 10(2). 328 350. https://doi.org/10.52963/PERR_Biruni_V10.N2.23
  53. Tepetaş-Cengiz, G.Ş., & Gönen, M. (2018). An investigation of the relationship between preschool teachers’ picture story book reading activities and children’s language development. In D. Buğa & M. Coşgun Ögeyik (Eds.), Psycholinguistics and cognition in language processing (pp. 188-220). IGI Global Scientific Publishing.
  54. Tepetaş-Cengiz, G., & Gönen, M. (2015). Kitap Okumanın Sistematik Değerlendirilmesi (KOSD) Ölçeğinin Türkçe’ye uyarlanması çalışmaları [Adaptation studies of the systematic evaluation of book reading (SABR) scale to Turkish]. Hacettepe University Faculty of Health Sciences Journal, 1(Suppl 2), 138-152. https://izlik.org/JA58JC34LY
  55. Wasik, B.A., Hindman, A.H., & Snell, E.K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39 57. https://doi.org/10.1016/j.ecresq.2016.04.003
  56. Weadman, T., Serry, T., & Snow, P.C. (2022). The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT). First Language, 42(4), 552 578. https://doi.org/10.1177/01427237211056735
  57. Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
  58. Williamson, J., Hedges, H., & Jesson, R. (2026). Storybook reading: Literacy and teacher knowledge in early childhood education. Journal of Early Childhood Literacy, 26(1) 3 28. https://doi.org/10.1177/14687984231214990
  59. Yılmaz, Ş., & Turguner, T. (2022). Okul öncesi öğretmenlerinin çocuklara kitap okuma etkinliklerine yönelik görüşleri [Views of pre-school teachers on book reading activities for children]. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 227-257. https://izlik.org/JA79HD74PF
  60. Zucker, T.A., Bowles, R., Pentimonti, J., & Tambyraja, S. (2021). Profiles of teacher & child talk during early childhood classroom shared book reading. Early Childhood Research Quarterly, 56, 27-40. https://doi.org/10.1016/j.ecresq.2021.02.006
  61. Zucker, T.A., Cabell, S.Q., Justice, L.M., Pentimonti, J.M., & Kaderavek, J.N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425-1439. https://doi.org/10.1037/a0030347
  62. Zucker, T.A., Ward, A.E., & Justice, L.M. (2009). Print referencing during read-alouds: A technique for increasing emergent readers’ print knowledge. The Reading Teacher, 63(1), 62 72. https://doi.org/10.1598/RT.63.1.6