Parent Reading Belief Inventory: Reliability and Validity with a Sample of Mexican American Mothers

Autor/inn/en	Rodriguez, Barbara L.; Hammer, Carol Scheffner; Lawrence, Frank R.
Titel	Parent Reading Belief Inventory: Reliability and Validity with a Sample of Mexican American Mothers
Quelle	In: Early Education and Development, 20 (2009) 5, S.826-844 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Qualitative Research; Mothers; Mexican Americans; Validity; Factor Structure; Preschool Children; Emergent Literacy; Hispanic Americans; Measures (Individuals); Reliability; Low Income; Questionnaires; Parent Attitudes; Reading Attitudes + Suchen Sie Ihr Suchwort? Qualitative Forschung; Mother; Mutter; Hispanoamerikaner; Gültigkeit; Faktorenstruktur; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Hispanic; Messdaten; Reliabilität; Niedriglohn; Fragebogen; Elternverhalten; Reading behavior; Rading behaviour; Leseverhalten
Abstract	Research Findings: The purpose of the current study was to (a) evaluate the internal consistency of the 7 scales of the Parent Reading Belief Inventory (PRBI), (b) assess the factor structure, and (c) examine concurrent validity in a sample of Mexican American mothers from low-income homes. Two hundred and seventy-four mothers of preschool children completed the PRBI and the Home Literacy Activities Questionnaire. Five of the seven scales demonstrated adequate internal consistency. Principal component and parallel analyses revealed that one component provided the best summary of the observed variables. Preliminary evidence of concurrent validity was revealed. Practice or Policy: Future qualitative research is needed to explore mothers' interpretations of the items and to examine modifications to the PRBI. (Contains 1 footnote and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10