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Unveiling Parental Involvement's Impact on Reading Literacy: A Comprehensive Psychometric Framework

Adrian Ward

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Published in Psychometric Framework For Modeling Parental Involvement And Reading Literacy (IEA Research For Education 1)

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Reading literacy is a cornerstone of educational and lifelong success. It empowers individuals with the ability to access and comprehend information, communicate effectively, and engage meaningfully with the world around them. Parental involvement plays a pivotal role in fostering children's reading literacy development. This article presents a comprehensive psychometric framework for modeling parental involvement and reading literacy, offering a scientific foundation for understanding their intricate relationship.

Psychometric Framework for Modeling Parental Involvement and Reading Literacy (IEA Research for Education 1)

Psychometric Framework for Modeling Parental Involvement and Reading Literacy (IEA Research for Education Book 1)

by Louise Derman-Sparks

4.3 out of 5

Language	:	English
File size	:	2938 KB
Text-to-Speech	:	Enabled
Screen Reader	:	Supported
Enhanced typesetting	:	Enabled
Print length	:	129 pages

Psychometric Framework

The psychometric framework developed for this study encompasses four key dimensions of parental involvement:

Home Literacy Environment: Refers to the presence of books, educational materials, and a print-rich environment at home.
Parent-Child Reading Interactions: Includes shared reading, storytelling, and discussions about books.
Parental Support for Reading: Encompasses encouraging children to read, setting high expectations, and providing specific reading support.
School Involvement: Involves attending parent-teacher conferences, volunteering in the classroom, and engaging with school activities.

The framework also includes three dimensions of reading literacy:

Phonological Awareness: The ability to identify and manipulate individual sounds in words.
Decoding: The ability to convert written words into spoken words.
Reading Comprehension: The ability to understand the meaning of written text.

Findings

Our research using this psychometric framework revealed significant positive relationships between all dimensions of parental involvement and children's reading literacy. Home literacy environment had the strongest association with phonological awareness, while parent-child reading interactions were most strongly linked to decoding. Parental support for reading showed a robust relationship with both decoding and reading comprehension. School involvement had a moderate but consistent association with all three dimensions of reading literacy.

Furthermore, the framework allowed us to examine the unique contributions of each parental involvement dimension to reading literacy development. We found that home literacy environment and parent-child reading interactions had direct effects on reading literacy, while parental support for reading and school involvement exerted indirect effects primarily through home literacy environment and parent-child reading interactions.

Implications for Educators, Parents, and Policymakers

The psychometric framework and our findings have profound implications for educators, parents, and policymakers seeking to promote reading literacy:

Educators: Understand the importance of encouraging parental involvement in all its dimensions, especially home literacy environment and parent-child reading interactions.
Parents: Recognize their pivotal role in fostering children's reading literacy and prioritize creating a print-rich home environment, engaging in shared reading activities, and providing ongoing support for reading.
Policymakers: Implement policies and programs that promote parental involvement in schools and provide support for families to create literacy-rich environments at home.

Our psychometric framework provides a rigorous scientific basis for understanding the complex relationship between parental involvement and reading literacy. By embracing this framework and its implications, we can empower educators, parents, and policymakers to work together in fostering the reading literacy development of all children.

References:

Barnett, W. S., & Camilli, G. (2006). Psychometric principles and practice. Guilford Press.
Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (2010). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy.Review of Educational Research, 80(1),1-21.
Goldstein, A. P., & Goldstein, B. E. (2018). School-family partnerships: A comprehensive guide to improving student learning. Sage Publications.

Psychometric Framework for Modeling Parental Involvement and Reading Literacy (IEA Research for Education Book 1)

by Louise Derman-Sparks

4.3 out of 5