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Permanent link (DOI): https://doi.org/10.7939/R30721

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Development and Validation of a Home Literacy Questionnaire to Assess Emergent Reading Skills of Pre-School Children Open Access

Descriptions

Other title
Subject/Keyword
Home Literacy
Validation
Questionnaire
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Curry, Jennifer E.
Supervisor and department
Dr. Rauno Parrila
Examining committee member and department
Dr. Todd Rogers (Educational Psychology)
Dr. Rauno Parrila (Educational Psychology)
Dr. Lynn McQuarrie (Educational Psychology)
Dr. Monique Senechal
Dr. Robert Klassen (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Special Education
Date accepted
2012-09-27T08:52:59Z
Graduation date
2012-09
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Poor psychometric characteristics of home literacy measures have been proposed as a probable reason for the weak relationships found between home literacy and emergent literacy. To investigate this idea further three studies were performed. The first study involved a methodological review of current home literacy studies. The purpose of this methodological review was to pinpoint specific problems that could have an effect on the validity of home literacy measures and the conclusions drawn from these measures. The review of the evolution of the home literacy definition across studies and how it was translated into the measures used to assess home literacy highlighted the fact that the overall home literacy construct was well understood but that the individual home literacy dimensions (i.e., reading environment, reading activities, reading beliefs and expectations) lacked the kind of detail needed to produce representative home literacy measures. Consequently, the second study consisted of experts in the area of home literacy assessing current home literacy definitions and providing suggestions for improving these definitions. This assessment resulted in the development of a comprehensive and well informed definition of not just home literacy but also the underlying dimensions of home literacy. The third and final study used these definitions to identify a pool of items for each dimension that were then assessed for relevancy by a subset of the home literacy experts who took part in Study 2. The end product of this third and final study, and this dissertation, is a set of questions that researchers in the area can use to draw from when developing a home literacy questionnaire for their studies.
Language
English
DOI
doi:10.7939/R30721
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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