Measuring the quality of classroom-based interactive shared book reading within the early childhood classroom represents a specific dimension of teacher–child interactions that is of great interest to researchers. This interest reflects decades of research demonstrating the benefit of reading to young children in both the home and the classroom. The purpose of this validation study was to conduct a systematic investigation of the psychometric characteristics of a revised version of the Systematic Assessment of Book Reading (SABR-2.2), a measure that examines qualities of teacher talk through observation of classroom shared book reading. Validation of the SABR involved video-based coding of book-reading sessions in pre-k and Kindergarten classrooms (n = 286 teachers and 877 children). Teacher race/ethnicities included: Caucasian (64%), African American (27%), Latino (19%), American Indian/Alaska Native (1%), Asian (4%), and 4% reported their ethnicity as ‘other’. Children’s race/ethnicity was Caucasian (52.3%), African American (39.7%), Latino (30.6%), American Indian/Alaska Native (1.2%), Asian (5.3%), and 1.5% reported their ethnicity as ‘other’. Using the SABR, we coded the frequency of 11 teacher behaviors that relied on explicitly defined behaviors and sets of keywords that indicated the presence of a behavior. Factor analyses yielded a single factor with item loadings between .41 and .86. Inter-rater reliability estimates were high (i.e., 95%–99%). Test–retest reliability revealed that the SABR factor scores were strongly correlated (r = .71) at Fall and Spring. We established concurrent validity with moderate relations with the ELLCO (rs = .31–.50). Predictive validity of the SABR was investigated for 877 children tested at baseline and follow-up. Findings revealed a significant and small association between teachers’ SABR scores and gains in children’s vocabulary and print knowledge scores. Additional analyses were conducted to examine psychometrics by race/ethnicity.

测量幼儿课堂中基于课堂的交互式共享阅读的质量代表了研究人员非常感兴趣的师生互动的特定方面。这种兴趣反映了数十年来的研究，证明了在家中和教室里对幼儿阅读的好处。这项验证研究的目的是对修订版的《读书阅读的系统评估》（SABR-2.2）的心理计量学特征进行系统的调查，该评估通过观察课堂共享的读书来检验老师的口语质量。SABR的验证涉及在学前班和幼儿园教室（n = 286名教师和877名儿童）中基于视频的阅读课程编码。教师种族/族裔包括：高加索人（64％），非洲裔美国人（27％），拉丁裔（19％），美洲印第安人/阿拉斯加土著人（1％），亚洲人（4％）和4％称其种族为“其他”。儿童的种族/民族是白人（52.3％），非洲裔美国人（39.7％），拉丁裔（30.6％），美洲印第安人/阿拉斯加土著人（1.2％），亚洲人（5.3％）和1.5％的人称他们的种族为“其他”。 。使用SABR，我们对11种教师行为的频率进行了编码，这些行为依赖于明确定义的行为以及指示某种行为存在的关键字集。因子分析产生了一个单一因子，项目负载在0.41到.86之间。评估者之间的可靠性估计很高（即95％–99％）。重测信度显示在秋季和春季，SABR因子得分密切相关（r = 0.71）。我们与ELLCO建立了适度的并发有效性（rs = .31–.50）。在基线和随访中对SABR的预测有效性进行了调查，调查了877名儿童。调查结果表明，教师的SABR得分与儿童词汇和印刷知识得分的提高之间存在显着的小关联。进行了其他分析，以按种族/民族检查心理计量学。