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Development of the Scale for Parental Involvement in Home Literacy Activities

Year 2024, , 120 - 133, 27.03.2024

Seher Çetinkaya

https://doi.org/10.30703/cije.1325391

Abstract

This study aimed to develop the "Parent Involvement in Home Literacy Activities (PI-HLA)" scale using an exploratory sequential design, one of the mixed-methods designs. The qualitative phase of the study involved obtaining the perspectives of 6 parents through a case study approach to explore the dimensions of the scale and identify potential items within these dimensions. The quantitative phase relied on a survey model to expand the findings from the qualitative phase. After interpreting the qualitative data, a pool of items was generated and presented to experts, resulting in a draft scale consisting of 38 items. A pilot study was conducted with 661 parents, and exploratory factor analysis (EFA) was performed, yielding a five-dimensional structure composed of 27 items. The five dimensions were named according to the categories derived from the qualitative data as follows: "communication with the teacher," "involvement in homework" "involvement in book reading activities," " involvement in various reading-writing activities," and "involvement in reading-writing activities with digital tools." The obtained structure was confirmed through confirmatory factor analysis (CFA), which indicated acceptable fit indices. Consequently, a valid and reliable scale was obtained for assessing parent involvement in home literacy activities.

Keywords

Home literacy activities parent involvement parents primary school students scale development

References

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  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
  • Creswell, J. W., and Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
  • Çakıroglu, A. and Kuruyer, H. G. (2012). First grade elementary school student's family involvement in the process of reading and writing skills acquisition. Procedia-Social and Behavioral Sciences, 46, 5588-5592. https://doi.org/10.1016/j.sbspro.2012.06.480
  • Çelenk, S. (2003). Okul başarısının ön koşulu: Okul aile dayanışması. İlköğretim-Online, 2(2), 28-34. http://www.ilkogretim-online.org.tr/ Erişim: 09.06.2023
  • Çetinkaya, S. (2021). Sınıf öğretmenleri anlatıyor: İlkokuma yazma öğretimi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 80-106. https://doi.org/10.7822/omuefd.840185
  • Çetinkaya, S. (2022). Dijital çağda okumanın evrimi. (Ed. Sulak, E.S. ve Çetinkaya, S.) Dijital çağda okuma eğitimi içinde. (s.1-45), Vizetek.
  • Darling, S., and Westberg, L. (2004). Parent involvement in children's acquisition of reading. The Reading Teacher, 57(8), 774-776. https://www.researchgate.net/ Erişim: 24.06.2023
  • Dove, M. K., Neuharth-Pritchett, S., Wright, D. W., and Wallinga, C. (2015). Parental involvement routines and former head start children’s literacy outcomes. Journal of Research in Childhood Education, 29(2), 173-186. https://doi.org/10.1080/02568543.2015.1011360
  • Englund, M. M., Luckner, A. E., Whaley, G. J., and Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723–730. https://psycnet.apa.org/doi/10.1037/0022-0663.96.4.723
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  • Gay, B., Sonnenschein, S., Sun, S., and Baker, L. (2021). Poverty, parent involvement, and children’s reading skills: Testing the compensatory effect of the amount of classroom reading instruction. Early Education and Development, 32(7), 981-993. https://doi.org/10.1080/10409289.2020.1829292
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  • Johnson, B., and Christensen, L. (2014). Eğitim araştırmaları: nicel, nitel ve karma yaklaşımlar. (Çev. Ed. SB DEMİR). Eğiten Kitap.
  • Jöreskog, K.G., and Sörbom, D. (1993). Lisrel 8: Structural equation modeling with simpliscomm and language. Scientific Software International.
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  • Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., and Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of experimental child psychology, 93(1), 63-93. https://doi.org/10.1016/j.jecp.2005.07.003
  • Lindberg, E. N., and Oğuz, K. (2016). Family involvement at elementary school: A validity and reliabilitiy study İlkokul ve ortaokullarda aile katılımı: Bir geçerlilik ve güvenirlilik çalışması. Journal of Human Sciences, 13(3), 4135-4151. https://www.jhumansciences.com/ojs/index.php/IJHS/article/view/3711 Erişim: 23.08.2023
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  • Lindberg, E.N, and Demircan, A. (2016). Ortaöğretim okullarında aile katılımının değerlendirilmesi: aile katılım ölçeği veli ve öğretmen formlarının Türkçeye uyarlanması. Cumhuriyet Uluslararası Eğitim Dergisi, 2(3), 64-78. https://dergipark.org.tr/en/pub/cije. Erişim: 23.08.2023
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  • Mahuro, G. M., and Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3(1), 1264170. https://doi.org/10.1080/2331186X.2016.1264170
  • Manolitsis, G., Georgiou, G. K., and Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692-703. https://doi.org/10.1016/j.ecresq.2013.05.004
  • Marsh, J., ve Thompson, P. (2001). Parental involvement in literacy development: Using media texts. Journal of Research in Reading, 24(3), 266-278. https://doi.org/10.1111/1467-9817.00148
  • Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173 Erişim: 23.08.2023
  • McDowall, P. S., Taumoepeau, M., and Schaughency, E. (2017). Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample. Journal of School Psychology, 62, 11-31. https://doi.org/10.1016/j.jsp.2017.03.001
  • Neumann, M. M. (2016). Young children's use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers and Education, 97, 61-68. https://doi.org/10.1016/j.compedu.2016.02.013
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  • Ramanlingam, S., and Maniam, M. (2020). Teachers’ Perspective on the Importance of Parents’ Roles in Students’ Academic Achievement Using School and Family Partnership Model (Epstein): A Qualitative Study. Universal Journal of Educational Research, 8(8), 3346-3354. https://doi.org/10.13189/ujer.2020.080806
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  • Senechal, M., and LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445-460. https://doi.org/10.1111/1467-8624.00417
  • Senechal, M., Lefevre, J. A., Thomas, E. M., and Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116. https://doi.org/10.1598/RRQ.33.1.5
  • Silinskas, G., Senechal, M., Torppa, M., and Lerkkanen, M. K. (2020). Home literacy activities and children’s reading skills, independent reading, and interest in literacy activities from kindergarten to grade 2. Frontiers in Psychology, 11, 1508. https://doi.org/10.3389/fpsyg.2020.01508
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Ev Okuryazarlık Etkinliklerine Aile Katılımı Ölçeğinin Geliştirilmesi

Year 2024, , 120 - 133, 27.03.2024

Seher Çetinkaya

https://doi.org/10.30703/cije.1325391

Abstract

“Ev Okuryazarlık Etkinliklerine Aile Katılımı (EOE-AK)” ölçeğinin geliştirilmesinin amaçlandığı bu çalışma karma yöntem desenlerinden keşfedici sıralı desenle yürütülmüştür. Durum çalışması olan nitel boyutta 6 ebeveynin görüşleri alınarak ölçek boyutları ve bu boyutlarda yer alabilecek maddelerin keşfedilmesi amaçlanmıştır. Nicel boyut tarama modelinde dayanmaktadır ve bu aşamada nitel boyutta elde edilen verilerin genişletilmesi hedeflenmiştir. Nitel verilerin yorumlanmasından sonra oluşturulan madde havuzu uzman görüşlerine sunulmuş ve 38 maddelik taslak ölçek için pilot uygulama yapılmıştır. Veriler 661 ebeveynden toplanarak açımlayıcı faktör analizi (AFA) yapılmış ve 27 maddeden oluşan beş boyutlu bir yapı elde edilmiştir. Beş boyut nitel verilerden elde edilen kategorilere uygun olarak “öğretmenle iletişim”, “ev ödevlerine katılım”, “kitap okuma etkinliklerine katılım”, “çeşitli okuma-yazma etkinliklerine katılım”, “dijital araçlarla okuma-yazma etkinliklerine katılım” şeklinde isimlendirilmiştir. Elde edilen yapının uygunluğu doğrulayıcı faktör analizi (DFA) ile sınanmıştır. DFA sonucunda elde edilen uyum indekslerinin kabul edilebilir ölçütlerde olduğu tespit edilmiştir. Sonuçta ev okuryazarlık etkinliklerine aile katılımını belirleyecek geçerli ve güvenilir bir ölçek elde edilmiştir.

Keywords

Ev okuryazarlık etkinlikleri aile katılımı ebeveyn ilkokul öğrencileri ölçek geliştirme

References

  • Barnard,W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26, 39-6. https://doi.org/10.1016/j.childyouth.2003.11.002
  • Bower, H. A., and Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling, 15(2), 77-87. https://doi.org/10.1177/2156759X1101500201
  • Bryman, A. 2001. Social research methods. Oxford University Press.
  • Cohen, L., Manion, L., and Morrison, K. (2007). Research methods in education. Routledge.
  • Cresswell, J.W. (2016). Nitel araştırma yöntemleri. (Çev. Ed. M, Bütün ve S. B., Demir) (3. Basım). Siyasal Kitapevi
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
  • Creswell, J. W., and Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
  • Çakıroglu, A. and Kuruyer, H. G. (2012). First grade elementary school student's family involvement in the process of reading and writing skills acquisition. Procedia-Social and Behavioral Sciences, 46, 5588-5592. https://doi.org/10.1016/j.sbspro.2012.06.480
  • Çelenk, S. (2003). Okul başarısının ön koşulu: Okul aile dayanışması. İlköğretim-Online, 2(2), 28-34. http://www.ilkogretim-online.org.tr/ Erişim: 09.06.2023
  • Çetinkaya, S. (2021). Sınıf öğretmenleri anlatıyor: İlkokuma yazma öğretimi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 80-106. https://doi.org/10.7822/omuefd.840185
  • Çetinkaya, S. (2022). Dijital çağda okumanın evrimi. (Ed. Sulak, E.S. ve Çetinkaya, S.) Dijital çağda okuma eğitimi içinde. (s.1-45), Vizetek.
  • Darling, S., and Westberg, L. (2004). Parent involvement in children's acquisition of reading. The Reading Teacher, 57(8), 774-776. https://www.researchgate.net/ Erişim: 24.06.2023
  • Dove, M. K., Neuharth-Pritchett, S., Wright, D. W., and Wallinga, C. (2015). Parental involvement routines and former head start children’s literacy outcomes. Journal of Research in Childhood Education, 29(2), 173-186. https://doi.org/10.1080/02568543.2015.1011360
  • Englund, M. M., Luckner, A. E., Whaley, G. J., and Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723–730. https://psycnet.apa.org/doi/10.1037/0022-0663.96.4.723
  • Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., ... and Williams, K. J. (2009). School, family, and community partnerships: Your handbook for action. Corwin Press.
  • Epstein,J. L., and Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305. https://doi.org/10.1086/461656
  • Fan, X., and Chen, M. (2001) Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review 13, 1–22 https://doi.org/10.1023/A:1009048817385
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage Publications.
  • Froiland, J. M., Powell, D. R., Diamond, K. E., and Son, S. H. C. (2013). Neighborhood socioeconomic well‐being, home literacy, and early literacy skills of at‐risk preschoolers. Psychology in the Schools, 50(8), 755-769. https://doi.org/10.1002/pits.21711
  • Gay, B., Sonnenschein, S., Sun, S., and Baker, L. (2021). Poverty, parent involvement, and children’s reading skills: Testing the compensatory effect of the amount of classroom reading instruction. Early Education and Development, 32(7), 981-993. https://doi.org/10.1080/10409289.2020.1829292
  • George D, and Mallery P. (2003). SPSS for Windows step by step: A simple guide and reference (4th Ed.). Allyn and Bacon.
  • Gültekin, M., Gürdoğan Bayır, Ö., ve Yaşar, E. 82016) Karma araştırma yöntemi. (Ed. Oral, B. ve Çoban, A.) Kuramdan uygulamaya eğitimde araştırma yöntemleri içinde (s.317-357), Pegem Akademi.
  • Hassunah-Arafat, S. M., Aram, D., and Korat, O. (2021). Early literacy in Arabic: The role of SES, home literacy environment, mothers’ early literacy beliefs and estimation of their children’s literacy skills. Reading and Writing, 34(10), 2603-2625. https://doi.org/10.1007/s11145-021-10158-1
  • Ingram, M., Wolfe, R. B., and Lieberman,J. M. (2007).The role of parents in high-achieving schools serving low-income, at-risk populations. Education and Urban Society, 39, 479-497. https://doi.org/10.1177/0013124507302120
  • Johnson, B., and Christensen, L. (2014). Eğitim araştırmaları: nicel, nitel ve karma yaklaşımlar. (Çev. Ed. SB DEMİR). Eğiten Kitap.
  • Jöreskog, K.G., and Sörbom, D. (1993). Lisrel 8: Structural equation modeling with simpliscomm and language. Scientific Software International.
  • Kline, R. B. (2023). Principles and practice of structural equation modelin (5th Ed.). Guilford publications
  • Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., and Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of experimental child psychology, 93(1), 63-93. https://doi.org/10.1016/j.jecp.2005.07.003
  • Lindberg, E. N., and Oğuz, K. (2016). Family involvement at elementary school: A validity and reliabilitiy study İlkokul ve ortaokullarda aile katılımı: Bir geçerlilik ve güvenirlilik çalışması. Journal of Human Sciences, 13(3), 4135-4151. https://www.jhumansciences.com/ojs/index.php/IJHS/article/view/3711 Erişim: 23.08.2023
  • Lindberg, E.N (2017). Aile katılımı: bir kavramsal ve durumsal analiz çalışması. Uluslararası Eğitim Bilimleri Dergisi, (13), 51-72. https://dergipark.org.tr/en/pub/inesj/issue/40066/476672 Erişim: 23.08.2023
  • Lindberg, E.N, and Demircan, A. (2016). Ortaöğretim okullarında aile katılımının değerlendirilmesi: aile katılım ölçeği veli ve öğretmen formlarının Türkçeye uyarlanması. Cumhuriyet Uluslararası Eğitim Dergisi, 2(3), 64-78. https://dergipark.org.tr/en/pub/cije. Erişim: 23.08.2023
  • Lynch, J., Anderson, J., Anderson, A., and Shapiro, J. (2006) Parents' beliefs about young children's literacy development and parents' literacy behaviors. Reading Psychology, 27(1), 1-20. https://doi.org/10.1080/02702710500468708
  • Mahuro, G. M., and Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3(1), 1264170. https://doi.org/10.1080/2331186X.2016.1264170
  • Manolitsis, G., Georgiou, G. K., and Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692-703. https://doi.org/10.1016/j.ecresq.2013.05.004
  • Marsh, J., ve Thompson, P. (2001). Parental involvement in literacy development: Using media texts. Journal of Research in Reading, 24(3), 266-278. https://doi.org/10.1111/1467-9817.00148
  • Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173 Erişim: 23.08.2023
  • McDowall, P. S., Taumoepeau, M., and Schaughency, E. (2017). Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample. Journal of School Psychology, 62, 11-31. https://doi.org/10.1016/j.jsp.2017.03.001
  • Neumann, M. M. (2016). Young children's use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers and Education, 97, 61-68. https://doi.org/10.1016/j.compedu.2016.02.013
  • Nunnally, J., and Bernstein, I. (1994). Psychometric theory. McGraw-Hill.
  • Özturk, G., ve Ohi, S. (2022). What do they do digitally? Identifying the home digital literacy practices of young children in Turkey. Early Years, 42(2), 151-166. https://doi.org/10.1080/09575146.2019.1702925
  • Parcel, T. L., and Dufur, M. J. (2001). Capital at home and at school: Effects on student achievement. Social Forces, 79(3), 881–911. https://doi.org/10.1353/sof.2001.0021
  • Park, H. (2008). Home literacy environments and children's reading performance: A comparative study of 25 countries. Educational Research and Evaluation, 14(6), 489-505. https://doi.org/10.1080/13803610802576734
  • Ramanlingam, S., and Maniam, M. (2020). Teachers’ Perspective on the Importance of Parents’ Roles in Students’ Academic Achievement Using School and Family Partnership Model (Epstein): A Qualitative Study. Universal Journal of Educational Research, 8(8), 3346-3354. https://doi.org/10.13189/ujer.2020.080806
  • Saracho, O. N. (2017). Literacy in the twenty-first century: children, families and policy. Early Child Development and Care, 187(3-4), 630-643. https://doi.org/10.1080/03004430.2016.1261513
  • Senechal, M., and LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445-460. https://doi.org/10.1111/1467-8624.00417
  • Senechal, M., Lefevre, J. A., Thomas, E. M., and Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116. https://doi.org/10.1598/RRQ.33.1.5
  • Silinskas, G., Senechal, M., Torppa, M., and Lerkkanen, M. K. (2020). Home literacy activities and children’s reading skills, independent reading, and interest in literacy activities from kindergarten to grade 2. Frontiers in Psychology, 11, 1508. https://doi.org/10.3389/fpsyg.2020.01508
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There are 54 citations in total.

Details

Primary Language Turkish
Subjects Scale Development
Journal Section Research Article
Authors

Seher Çetinkaya 0000-0002-1330-106X

Publication Date March 27, 2024
Published in Issue Year 2024

Cite

APA Çetinkaya, S. (2024). Ev Okuryazarlık Etkinliklerine Aile Katılımı Ölçeğinin Geliştirilmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 13(1), 120-133. https://doi.org/10.30703/cije.1325391

e-ISSN: 2147-1606