Developing and Validating a Dialogic Literacy Questionnaire for Taiwanese University Students

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Poster Session II -- AERA Division D Section 1: Measurement, Psychometrics, and Assessment

Abstract

This study introduces and validates a 29-item Dialogic Literacy Questionnaire for Taiwanese university students. An initial pool of 31 theory-based Likert items was refined through expert review and exploratory factor analysis (principal-axis, oblimin; n = 450), yielding three factors—Dialogic Competence, Public Discourse Awareness, and Public Discourse Engagement—that explained 74 % of common variance. Confirmatory factor analysis on an independent sample (N = 675) demonstrated solid fit (χ²/df = 2.34, RMSEA = .045, CFI = .919, TLI = .911), strong loadings (λ = .49–.71, p < .001), and high reliability (α = .82–.89). Students scored highest on competence, moderate on awareness, and lowest on engagement, revealing a gap between dialogic skill and public action. The scale supplies educators and researchers with a concise, psychometrically robust tool for monitoring and promoting dialogic literacy.

Authors

• Hsu Wei Chen, National Sun Yat-sen University

• Chang Chih Ching, National Sun Yat-sen University