Assessing the Factor Structure of a Book-Reading Quality Measure for Preschool Children: The Reading Aloud Profile—Together

• In Event: Early Childhood Assessment

Abstract

This study examined the factor structure of the Reading Aloud Profile-Together (RAPT) using a multidimensional item response theory model (MIRT) in a sample of 697 parent-child dyads from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). A series of exploratory and confirmatory factor analyses produced a total of three factors for parent reading behaviors and three factors for child behaviors before, during, and after book reading episodes. These results define the constructs of parent reading behaviors that may impact their children’s literacy learning as well as the idea that each child brings a particular orientation to the book reading experience that may influence his or her literacy development. These results may guide intervention practices both at home and in the classroom.

Authors

• Shanshan Wang, University of Cincinnati

• Carrie Biales, University of Cincinnati

• Ying Guo, University of Cincinnati

• Allison Breit-Smith, University of Cincinnati

• Christopher M. Swoboda, University of Cincinnati