Development of an Instrument for Measuring Parental Beliefs about Reading Aloud to Young Children

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1303-1311 ◽  
Author(s):  
Barbara D. DeBaryshe ◽  
Janeen C. Binder
Keyword(s):  
Young Children ◽  
Emergent Literacy ◽  
Parental Education ◽  
Reading Aloud ◽  
Self Report ◽  
Book Reading ◽  
Joint Book Reading ◽  
Partial Correlations ◽  
Test Retest Reliability ◽  
Reading Activities

This study assessed the psychometric properties of an instrument designed to measure parents' beliefs about the goals and process of reading aloud to young children. 155 parents of children ages 2 to 5 years completed the Parent Reading Belief Inventory. The inventory's items formed a single factor with high scores reflecting beliefs consistent with current theories of language acquisition and emergent literacy. The inventory had acceptable internal consistency (coefficients alpha for the scales ranged from .50 to .85) and short-term test-retest reliability of .79. When parental education and income were controlled, inventory scores remained significantly correlated .36 with self-report measures of parents' own book-reading habits, .40 with children's interest in books, and .30 with children's exposure to joint book-reading activities. Scores also showed significant partial correlations with the observed frequency of parental questions (.65) and responsiveness to children's speech (.41) during book-reading sessions.

Parent-Child Joint Book Reading

1998 ◽  
Vol 7 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Joan N. Kaderavek ◽  
Elizabeth Sulzby
Keyword(s):  
Early Literacy ◽  
Emergent Literacy ◽  
Language Impairment ◽  
Background Information ◽  
Book Reading ◽  
Storybook Reading ◽  
Joint Book Reading ◽  
Early Literacy Development ◽  
Elementary Years ◽  
Parent Child

Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.

Caregivers’ strategies for eliciting storytelling from toddlers in Japanese caregiver–child picture book reading activities

2019 ◽  
Vol 3 (1-2) ◽  
pp. 196-223 ◽  
Author(s):  
Akira Takada ◽  
Michie Kawashima
Keyword(s):  
Young Children ◽  
Picture Book ◽  
Book Reading ◽  
Easy Task ◽  
Everyday Interaction ◽  
Picture Book Reading ◽  
Reading Activities ◽  
Considerable Support

Although storytelling is a central practice in everyday interaction, it is not an easy task for young children, because it requires extended turns-at-talk. To tell a story successfully, a child requires considerable support from the recipient. In this article, we examine how storytelling is facilitated in Japanese caregiver–child interactions, focusing on the strategies employed by caregivers to elicit storytelling from 2- to 3-year-old children during picture book reading activities. Our analysis indicates that caregivers employ various multimodal strategies in encouraging children to launch, develop, and end a story, and that these strategies are themselves effectively implemented through the application of several grammatical features, conventional expressions, and formulaic words. Hence, storytelling functions as a valuable device in orchestrating attention, affect, and morality in caregiver–child interactions.

scholarly journals ‘How I Feel About My School’: The construction and validation of a measure of wellbeing at school for primary school children

2017 ◽  
Vol 23 (1) ◽  
pp. 25-41 ◽  
Author(s):  
Kate Allen ◽  
Ruth Marlow ◽  
Vanessa Edwards ◽  
Claire Parker ◽  
Lauren Rodgers ◽  
...  
Keyword(s):  
Young Children ◽  
Community Sample ◽  
Intraclass Correlation ◽  
Self Report ◽  
Primary School Children ◽  
Sample Mean ◽  
Very Young Children ◽  
Three Samples ◽  
Teacher Reports ◽  
Test Retest Reliability

There is a growing focus on child wellbeing and happiness in schools, but we lack self-report measures for very young children. Three samples ( N = 2345) were combined to assess the psychometric properties of the How I Feel About My School (HIFAMS) questionnaire, which was designed for children aged 4–8 years. Test–retest reliability was moderate (intraclass correlation coefficient = .62). HIFAMS assessed a single concept and had moderate internal consistency (Cronbach’s alpha values from .62 to .67). There were low correlations between scores on the child-reported HIFAMS and parent and teacher reports. Children at risk of exclusion had significantly lower HIFAMS scores than the community sample (mean difference = 2.4; 95% confidence interval (CI) = [1.6, 3.2]; p < .001). Schools contributed only 4.5% of the variability in HIFAMS score, the remaining 95.5% reflecting pupil differences within schools. Girls’ scores were 0.37 units (95% CI = [0.16, 0.57]; p < .001) higher than boys, while year group and deprivation did not predict HIFAMS score. HIFAMS is a promising measure that demonstrates moderate reliability and discriminates between groups even among very young children.

scholarly journals Reading Aloud to Increase Parental Engagement in Children Literacy during the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 8-18
Author(s):  
Noeris Meiristiani ◽  
Rofiudin Rofiudin ◽  
Masfuad Edi Santoso
Keyword(s):  
Early Literacy ◽  
Reading Aloud ◽  
Parental Engagement ◽  
Book Reading ◽  
Parental Awareness ◽  
Children's Reading ◽  
Reading Activities ◽  
Reading Interest ◽  
Children’S Reading ◽  
At Home

The parental engagement of the 1st graders of SD Ihsaniyah Gajahmada Tegal in their children’s early literacy phase is still not maximal. Reading has not become an important part of learning activities at home. Therefore, efforts must be made to encourage parents to pay more attention to children's reading interest by being directly involved in children’s reading activities. The reading aloud activity aims to arouse parental awareness and provide skills for parents of the 1st graders of SD Ihsaniyah Gajahmada Tegal to be able to accompany their children in reading books at home as an effort to develop reading interest from an early age. Materials and demonstration of reading aloud were delivered via podcast and broadcast on Youtube due to social restrictions during the Covid-19 pandemic. Then, parents practiced reading aloud to their children at home. This activity was recorded and the video was sent to the service team for feedback and evaluation. Through this activity, parents could spend their time to assist their children in learning, especially reading. Children learned with enthusiasm and had a pleasant book reading experience. In addition, students' interest in reading will grow because they get a pleasant impression from reading aloud with their parents at home.    

Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

2017 ◽  
Vol 119 (13) ◽  
pp. 1-14
Author(s):  
Adina Shamir
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Young Children ◽  
Emergent Literacy ◽  
Book Reading ◽  
Children At Risk ◽  
Self Regulated Learning ◽  
Children's Book ◽  
And Control ◽  
Metacognitive Guidance

The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with meta-cognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.

scholarly journals Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

2014 ◽  
Vol 35 (3) ◽  
pp. 167-181 ◽  
Author(s):  
Jean L. DesJardin ◽  
Emily R. Doll ◽  
Carren J. Stika ◽  
Laurie S. Eisenberg ◽  
Karen J. Johnson ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Language Development ◽  
Parental Support ◽  
Book Reading ◽  
Joint Book Reading ◽  
Children With Hearing Loss

Test-Retest Reliability of a Self-Report Questionnaire for DSM-IV and ICD-10 Personality Disorders

2000 ◽  
Vol 16 (1) ◽  
pp. 53-58 ◽  
Author(s):  
Hans Ottosson ◽  
Martin Grann ◽  
Gunnar Kullgren
Keyword(s):  
Personality Disorder ◽  
Anxiety Disorders ◽  
Personality Disorders ◽  
Clinical Sample ◽  
Self Report ◽  
Anxiety State ◽  
Short Term ◽  
Retest Reliability ◽  
Axis I ◽  
Test Retest Reliability

Summary: Short-term stability or test-retest reliability of self-reported personality traits is likely to be biased if the respondent is affected by a depressive or anxiety state. However, in some studies, DSM-oriented self-reported instruments have proved to be reasonably stable in the short term, regardless of co-occurring depressive or anxiety disorders. In the present study, we examined the short-term test-retest reliability of a new self-report questionnaire for personality disorder diagnosis (DIP-Q) on a clinical sample of 30 individuals, having either a depressive, an anxiety, or no axis-I disorder. Test-retest scorings from subjects with depressive disorders were mostly unstable, with a significant change in fulfilled criteria between entry and retest for three out of ten personality disorders: borderline, avoidant and obsessive-compulsive personality disorder. Scorings from subjects with anxiety disorders were unstable only for cluster C and dependent personality disorder items. In the absence of co-morbid depressive or anxiety disorders, mean dimensional scores of DIP-Q showed no significant differences between entry and retest. Overall, the effect from state on trait scorings was moderate, and it is concluded that test-retest reliability for DIP-Q is acceptable.

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