Validation of the Preschool Reading Attitude Scale in Young Chinese Children: A Longitudinal Study

Autor/inn/en	Huo, Shuting; Zhang, Xiao
Titel	Validation of the Preschool Reading Attitude Scale in Young Chinese Children: A Longitudinal Study
Quelle	In: Reading Psychology, 43 (2022) 2, S.129-150 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.2008071
Schlagwörter	Foreign Countries; Preschool Children; Reading Attitudes; Test Validity; Student Attitudes; Parent Attitudes; Mothers; Emergent Literacy; Factor Structure; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading behavior; Rading behaviour; Leseverhalten; Testvalidität; Schülerverhalten; Elternverhalten; Mother; Mutter; Frühleseunterricht; Faktorenstruktur; Hongkong
Abstract	The present study validated the Preschool Reading Attitude Scale (PRAS) using a longitudinal sample of young Chinese children in Hong Kong (N = 197; age: mean [SD] = 52.38 [3.32] months at the first wave of assessment). Children were asked to rate their own attitudes toward reading in a Likert format with pictorial aids, and received individual assessments of literacy skills. Parents rated children's interest in reading activities. The results showed that a two-factor model featuring institutional reading attitude and global reading attitude fitted the data the best. The two subscales demonstrated acceptable internal consistency reliabilities and satisfactory convergent correlations with parent-report child reading interest. In terms of the relation between attitudes and performance, child-reported institutional reading attitude was positively associated with receptive vocabulary and word reading concurrently and longitudinally. Moreover, this study provided evidence for the stability of the PRAS and weak measurement invariance across the two-year period. The results suggest that the PRAS is a reliable, valid, and developmentally suitable instrument. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01