Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, sa.64, 2025 (ESCI, TRDizin)
Story comprehension skills in early childhood are associated with various skills, including reading comprehension. Therefore, assessing children's story comprehension skills during early childhood is crucial. This study aims to develop a rubric for evaluating the story comprehension skills of children aged 48-72 months and to examine these skills based on the variables of age and gender. The Story Comprehension Rubric was administered to a total of 340 preschool children enrolled in preschools in Istanbul. To determine the reliability coefficients of the rubric, the parallel forms method was employed. To establish the content validity of the scale, the opinions of 12 experts were sought, and the feedback was analyzed using the Lawshe technique. The Story Comprehension Subtest of the Early Literacy Skills Assessment Tool (EOBDA) and the Turkish Early Language Development Test (TEDIL) Receiver Language Subtest A Form were used to evaluate the criterion validity of the rubric. For reliability analyses, Cronbach's alpha coefficient was calculated to assess the rubric's reliability, and both forms were found to have high internal consistency. Inter-rater reliability was also examined, revealing a significant correlation between the raters. As a result of the study, the Story Comprehension Rubric, consisting of 10 items and two forms (T and M), was found to provide valid and reliable results. Furthermore, the findings indicated that the age variable significantly influenced children's story comprehension skills, whereas the gender variable did not result in a significant difference.