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

DeBaryshe, Barbara D.; Binder, Janeen C.

doi:10.2466/pms.1994.78.3c.1303

Cited by 116 publications

(118 citation statements)

References 8 publications

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“…Higher scores reflect more positive parental reading beliefs (PRB) regarding shared book reading. Test-retest reliability was .79 in the earlier study [12]. Cronbach's reliability estimated on the current sample was adequate (α= .89).…”

Section: Instrumentssupporting

confidence: 41%

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Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development

Tang¹,

Draheim²,

Hackett³

et al. 2017

Proceedings of the 2017 2nd International Conference on Humanities and Social Science (HSS 2017)

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Abstract. Using a Chinese sample of 795 parents with preschool-aged children, this quantitative study employed multiple regression analyses to test associations between parental reading beliefs, home literacy practices, children's reading interests, and children's literacy development within a model based on previous American findings [1,2]. With parent gender, employment and socio-economic status controlled, direct and indirect effects on children's literacy development were found, with both home literacy practices and children's reading interest mediating the relationships between parental reading beliefs and children's literacy development. The study demonstrates that associations within the model of parental reading beliefs may be applicable for families in China. Implications for theory, policy, and practice are discussed.

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Section: Instrumentssupporting

confidence: 41%

“…The Parent Reading Belief Inventory was developed by DeBaryshe and Binder [12]. Higher scores reflect more positive parental reading beliefs (PRB) regarding shared book reading.…”

Section: Instrumentsmentioning

confidence: 99%

Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development

Tang¹,

Draheim²,

Hackett³

et al. 2017

Proceedings of the 2017 2nd International Conference on Humanities and Social Science (HSS 2017)

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“…From Study 2, recall that we categorized caregivers with respect to implementation into four profiles using latent class analysis: sporadic (15%), late dropouts (7%), completers (34%), and nonstarters (44%). A comprehensive caregiver questionnaire was completed by caregivers at the start of the investigation, providing information about socioeconomic status (maternal education), home reading habits, household chaos, and the Parent Reading Belief Inventory (PRBI; DeBaryshe & Binder, 1994). The PRBI examines caregivers' perceptions about the value and benefits of reading with their children.…”

Section: Applying the Tdf To Caregivers Of Children With LImentioning

confidence: 99%

“…Maternal education based on a categorical scale to represent highest grade completed (1 = < 7th grade, 2 = 7th-8th grade, 3 = some high school, 4 = high school diploma, 5 = some college, 6 = university degree, 7 = postgraduate training). Reading belief items are from the Parent Reading Belief Inventory (DeBaryshe & Binder, 1994) and scored on a 1-4 scale ("reverse" items are reverse-scored, 1 = higher value); household chaos from the Chaos, Hubbub, and Order Scale (higher scores = more chaos; Matheny et al, 1995); Caregiver reading difficulty represents percentage of caregivers who reported receiving extra help for reading in high school; Reading frequency represents caregiver reported reading to child during a week, range of 0 (never read) to 8 (7+ sessions).…”

Section: Applying the Tdf To Caregivers Of Children With LImentioning

confidence: 99%

Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers

Justice

Logan

Damschroder

2015

J Speech Lang Hear Res

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Purpose This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. Methods A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). The authors examined caregiver-level data corresponding to implementation issues from two randomized controlled trials and mapped these to domains in the TDF as well as empirically validated behavior-change techniques. Results Four barriers to implementation were identified as potentially affecting caregivers' implementation: time pressures, reading difficulties, discomfort with reading, and lack of awareness of benefits. These were mapped to 3 TDF domains: intentions, beliefs about capabilities, and skills. In turn, 4 behavior-change techniques were identified as potential vehicles for affecting these domains: reward, feedback, model, and encourage. An ongoing study is described that is determining the effects of these techniques for improving caregivers' implementation of a shared-reading intervention. Conclusions A description of the steps to identifying barriers to implementation, in conjunction with an ongoing experiment that will explicitly determine whether behavior-change techniques affect these barriers, provides a model for how implementation science can be used to identify and overcome implementation barriers in the treatment of communication disorders.

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“…The questionnaire was adapted from Debaryshe and Binder (1994). The final version consisted of 39 items divided into 6 concepts.…”

Section: Toolsmentioning

confidence: 99%

Parent’s Attitudes and Behavior, the Learning Environment, and Their Influence on Children’s Early Reading Achievement

Abu‐Rabia¹,

Yaari²

2012

OJML

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Three different models predict the relationship between parents' attitudes toward reading, their behavior and the learning environment that they provide, and their influence on the reading performance of their children in first grade. The first model specifies the direct influence of each of the independent variables (attitudes, behavior and learning environment) on the dependent variable (reading performance of the child). The second model emphasizes the behavior as mediator between attitudes and reading performance, and also the direct influence of learning environment on performance. In contrast, the third model relates to the influence of attitudes on reading performance, with behavior as a mediator just in a supportive learning environment. In order to examine these models, we investigated a population of fifty firstgrade pupils and their parents, measuring these variables with the help of questionnaires, interviews, observations and reading tests. The findings suggest that parents' supportive attitudes have a significant positive influence on the reading performance of their children in first grade. This conclusion is actually consistent with all three models. The more specific conclusion, however, is that attitudes are partially mediated by parents' behavior in a supportive learning environment, which partially supports the third model.

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

Cited by 116 publications

References 8 publications

Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development

Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development

Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers

Parent’s Attitudes and Behavior, the Learning Environment, and Their Influence on Children’s Early Reading Achievement

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