Abstract:
The aim of this study was to determine whether the reliability of raters was provided by assessing reading prosody using the Multidimensional Fluency Scale (MDFS). The study was completed with a cross-sectional design, and in line with this, the prosodic reading skills of 41 fifth-grade students were rated by elementary school classroom teachers and Turkish language arts teachers using the MDFS. Data obtained from the ratings were analyzed with the many-facet Rasch model (MFRM). When the findings are investigated, the reading prosody rubric used in the research served the purposes of the reading prosody criteria, the subdimensions of the rubric could be reliably differentiated, the determined criteria were reliable, and the criteria categories appear to be adequate. Additionally, the severity and leniency of raters were found to differ, and Turkish language arts teachers were found to perform more severe ratings than classroom teachers. It was found that raters were ranked reliably in terms of severity/leniency, and that their levels of severity/leniency differed from each other. Another result obtained is that the prosody criterion that students completed with the most difficulty was phrasing. Therefore, it was concluded that the MDFS is a reliable rubric and that researchers and teachers can reliably use it to assess prosodic reading skills.