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Psychometric Framework for Modeling Parental Involvement and Reading Literacy

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  • Open Access
  • © 2016

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Overview

Authors:
  1. Annemiek Punter

    1. Department of OMD - Cubicus B329, University of Twente, Enschede, The Netherlands

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    You can also search for this author in PubMed   Google Scholar

  2. Cees A. W. Glas

    1. Department of OMD, Faculty of BMS, University of Twente, Enschede, The Netherlands

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    You can also search for this author in PubMed   Google Scholar

  3. Martina R. M. Meelissen

    1. Department of OMD, Faculty of BMS, University of Twente, Enschede, The Netherlands

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  • Offers insights on how parental involvement and parental help with homework affect student reading literacy across countries and cultures
  • State-of-the-art methods and data from IEA's Progress in International Reading Literacy Study ensure relevant results
  • Presents a framework to identify and model cultural differential item functioning that provides a solid foundation for future research
  • Includes supplementary material: sn.pub/extras

Part of the book series: IEA Research for Education (IEAR, volume 1)

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xi
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  2. Introduction

    • R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen
    Pages 1-3Open Access
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  3. Literature Review

    • R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen
    Pages 5-23Open Access
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  4. Parental Involvement in PIRLS-2011

    • R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen
    Pages 25-31Open Access
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  5. Modeling Parental Involvement

    • R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen
    Pages 33-76Open Access
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  6. Relation Between Parental Involvement and Student Achievement in PIRLS-2011

    • R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen
    Pages 77-87Open Access
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  7. Discussion and Conclusions

    • R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen
    Pages 89-93Open Access
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  8. Back Matter

    Pages 95-97
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Keywords

About this book

This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.

Authors and Affiliations

  • Department of OMD - Cubicus B329, University of Twente, Enschede, The Netherlands

    Annemiek Punter

  • Department of OMD, Faculty of BMS, University of Twente, Enschede, The Netherlands

    Cees A. W. Glas, Martina R. M. Meelissen

Bibliographic Information

  • Book Title: Psychometric Framework for Modeling Parental Involvement and Reading Literacy

  • Authors: Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen

  • Series Title: IEA Research for Education

  • DOI: https://doi.org/10.1007/978-3-319-28064-6

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: International Association for the Evaluation of Educational Achievement (IEA) 2016 R. Annemiek Punter et al., Psychometric Framework for Modeling Parental Involvement and Reading Literacy 2016

  • Hardcover ISBN: 978-3-319-28710-2Published: 02 March 2016

  • Softcover ISBN: 978-3-319-28063-9Published: 12 October 2016

  • eBook ISBN: 978-3-319-28064-6Published: 19 February 2016

  • Series ISSN: 2366-1631

  • Series E-ISSN: 2366-164X

  • Edition Number: 1

  • Number of Pages: XI, 97

  • Number of Illustrations: 1 b/w illustrations

  • Additional Information: Jointly published with the International Association for the Evaluation of Educational Achievement (IEA), Amsterdam, The Netherlands

  • Topics: Assessment, Testing and Evaluation, Literacy, Statistics for Social Sciences, Humanities, Law, Early Childhood Education

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