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

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2021-12-02 DOI:10.1080/02702711.2021.2008071

Shuting Huo, Xiao Zhang

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引用次数: 1

Abstract

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.

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中国幼儿学前阅读态度量表的验证:一项纵向研究

摘要本研究使用香港中国幼儿的纵向样本（N = 197；年龄：平均[SD] = 第一波评估时为52.38[3.32]个月）。孩子们被要求用图片辅助工具对自己对Likert格式阅读的态度进行评分，并接受识字技能的个人评估。家长们评价孩子们对阅读活动的兴趣。结果表明，以机构阅读态度和全球阅读态度为特征的双因素模型最符合数据。这两个分量表显示出可接受的内部一致性可靠性和与父母报告儿童阅读兴趣的令人满意的收敛相关性。在态度和表现之间的关系方面，儿童报告的机构阅读态度与接受性词汇和单词阅读同时和纵向呈正相关。此外，这项研究为PRAS的稳定性和在两年期间的弱测量不变性提供了证据。结果表明，PRAS是一种可靠、有效、适合开发的仪器。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.