PARENTAL SUPPORT IN PHONICS INSTRUCTION SCALE (PSPIS)
Keywords:
parental support, phonics instruction, home literacy, phonics environment, motivational supportAbstract
Early literacy development is strongly influenced by systematic phonics instruction and active parental engagement in home-based reading practices. Although parental involvement has been widely studied, there is a lack of standardized instruments specifically designed to measure phonics-focused parental support at the elementary level. The present study aimed to develop and validate the Parental Support in Phonics Instruction Scale (PSPIS). An initial pool of 48 items was generated based on established literacy theories and empirical research. This was followed by a pilot study and expert review with 100 elementary students, item discrimination analysis using the extreme group method resulted in the refinement of a 38-item scale. The final instrument demonstrated strong internal consistency (Cronbach’s alpha (α) = 0.89), with subscale reliability coefficients ranging from 0.79 to 0.87. The PSPIS comprises five dimensions: Parental Guidance in Phonics Learning, Parental Assistance in Reading Practice, Home Literacy and Phonics Environment, Monitoring and Academic Supervision, and Emotional and Motivational Support for Reading. The findings indicate that the scale is reliable and valid for assessing multidimensional parental support in phonics instruction.
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