만 3∼5세 유아를 위한 부모 문해 상호작용 평정척도 개발 및 타당화 연구 = The Development and Validity of the Parent`s Literacy Interaction Rating Scale for Preschool Children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a scale for evaluation of Parent`s Literacy Interaction Rating Scale (PLIRS) for preschool children and to examine its validity and reliability. The participants of this study were 342 Korean mothers with children of 3 to 5 year olds. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between PLIRS and two sub tests of EC-HOME for concurrent validity, and Cronbach`s α for reliability. The item discrimination was determined by comparing the highest and lowest groups using Chi-square (χ2), and Cramer`s V. The 25 items of the scale were found to be satisfactory in item discrimination. The concurrent validity was also identified by correlation between PLIRS and two sub tests of EC-HOME. Factor analysis revealed that the structure of the PLIRS consisted of three factors: ``open interaction``, ``directive interaction``, and ``picture-book reading interaction``. ``Open interaction`` is based on ``Whole Language Approach``, such as ``I have my child write as he/she likes even if they spell wrongly.`` ``Directive interaction`` is based on ``Code Emphasis Approach``, such as ``I have my child take dictation.`` ``Picture-book reading interaction`` is how parents read picturebook with her/his children, such as ``When I read a picture book to my child, I ask various questions about a book story.`` The Cronbach`s α for internal consistency reliability range was .78 to .87 for three subscales. It was concluded that PLIRS was valid and reliable to examine the literacy interaction between parents and children in home.