Taiwanese Mothers' Beliefs about Reading Aloud with Preschoolers: Findings from the Parent Reading Belief Inventory

Autor/inn/en	Wu, Chu-Chu; Honig, Alice Sterling
Titel	Taiwanese Mothers' Beliefs about Reading Aloud with Preschoolers: Findings from the Parent Reading Belief Inventory
Quelle	In: Early Child Development and Care, 180 (2010) 5, S.647-669 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Mother Attitudes; Family Income; Reading Aloud to Others; Factor Analysis; Foreign Countries; Emergent Literacy; Reading Instruction; Measures (Individuals); Parent Attitudes; Middle Class; Preschool Children; Moral Values; Parent Child Relationship; Correlation; Educational Attainment; Scores; Retention (Psychology); Taiwan + Suchen Sie Ihr Suchwort? Mutterliebe; Familieneinkommen; Faktorenanalyse; Ausland; Frühleseunterricht; Leseunterricht; Messdaten; Elternverhalten; Mittelschicht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Moral value; Ethischer Wert; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Bildungsabschluss; Bildungsgut; Merkfähigkeit
Abstract	In this study we adapted DeBaryshe and Binder's Parent Reading Belief Inventory (PRBI) with middle-class, well-educated (M = 14-15 years of education) Taiwanese mothers to find what their beliefs were about reading aloud to young children. Parental reports of home literacy practices including children's emergent literacy behaviours were also surveyed. Seven hundred and thirty-one mothers and their three- to five-year-old preschoolers (389 boys and 242 girls; M = 54.7 months) were recruited from both public (279) and private (452) licensed pre-kindergarten programmes located in the six districts of Tainan city in Taiwan. Factor analysis resulted in the retention of 24 items from the original PRBI scales; these organised into five subscales (Knowledge, Verbal Participation, Positive Affect, Teaching Efficacy and Reading Instruction) with adequate alpha coefficients ranging from 0.63 to 0.90. The key concepts featuring parent reading belief from both cultures were quite similar. Taiwanese mothers did place more value on moral and practical knowledge that children would gain from the storybook reading, whereas American parents viewed positive emotions during joint book reading as more important than the other factors. Taiwanese maternal reading belief inventory scores significantly correlated with family income and maternal education (r = 0.18 and r = 0.10, respectively; p less than 0.00) as well as with parent and child literacy-related behaviours (r = 0.41 and r = 0.40, respectively; p less than 0.00). Neither child age nor gender was associated with maternal reading belief scores (p greater than 0.05). Maternal education was associated with home literacy resources and child literacy behaviours (p less than 0.05). (Contains 7 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10