Developing a Narrative Test and Determining its Psychometric Properties for Persian-Speaking Children Aged 4 to 5 Years

Fahime  Ardeshiri; Reyhane   Mohamadi; Elnaz Rashed    Chitgar; Arezoo  Saffarian

doi:10.18502/jmr.v20i1.21027

Fahime Ardeshiri Department of Speech Therapy, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Reyhane Mohamadi Department of Speech Therapy, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Elnaz Rashed Chitgar Department of Speech Therapy, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Arezoo Saffarian Department of Speech Therapy, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.

DOI: https://doi.org/10.18502/jmr.v20i1.21027

Keywords: Narration; Preschool age; Psychometric properties; Persian

Abstract

Introduction: Between the ages of 2 and 7, children develop the ability to narrate stories with improved detail and organization, including main characters, events, responses, efforts, and settings. Narrative assessment, a tool for evaluating language development, allows speech pathologists to examine syntax, vocabulary, and complexity. This study aimed to develop a tool for assessing storytelling skills in children aged 4-5 years.

Materials and Methods: This study was conducted in two stages. In the first stage, the story was created, images were designed, and speech therapists assessed face validity. In the second stage, a descriptive-analytical study was conducted in kindergartens in Tehran City, Iran, in 2023. Children were asked to narrate stories based on the provided images, and their narratives were scored using story grammar analysis. Psychometric evaluations included construct validity (assessed via paired t-test), inter-rater reliability (measured using Cohen’s kappa), test- re-test reliability (analyzed with the Pearson correlation), and internal consistency (evaluated using the Cronbach α).

Results: The speech therapists evaluated and confirmed the face validity of the story and images, implementing necessary adjustments. In this regard, construct validity was significant (P=0.000), indicating alignment with typical development. Inter-evaluator reliability (κ=0.712) and test-re-test reliability (r=0.591) were moderate to good. Internal consistency varied, with α>0.5 in one story and α<0.5 in others.

Conclusion: The test demonstrates validity and moderate reliability, suggesting its suitability for practical applications.