<![CDATA[Literacy programs in schools are a fundamental strategy for improving the quality of education, particularly in building a reading culture and students' literacy skills in a sustainable manner. Effective program implementation requires evaluation instruments with strong content validity to accurately represent the constructs being measured. This study aims to develop and validate the content of an assessment instrument for literacy programs in schools. The instrument was constructed based on three main aspects: (1) the role of the principal as a learning leader and driver of literacy policy, (2) the role of teachers in implementing and fostering literacy activities, and (3) the availability and utilization of literacy facilities as structural support for the program. The initial instrument consisted of 35 statements, the validity of which was then tested through expert assessment involving six experts in the fields of education and literacy. The assessment process used two evaluative dimensions: importance and clarity, with a three-point scale. Analysis was conducted using the Aiken's V formula to determine the level of agreement between experts on the relevance and clarity of each item. The analysis results showed that all items obtained an Aiken's V coefficient ≥ 0.70, thus meeting the content validity criteria. Furthermore, based on expert recommendations, five new items were added, deemed substantive and enriching the scope of the construct, bringing the final instrument to a total of 40 items. These findings indicate that the developed instrument has adequate content validity and is suitable for use as a measuring tool in evaluating the implementation of literacy programs in schools.]]>
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