An Analysis of Parenting Constructs in the National CLIO Study

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Gibson, Felicia
- Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience

Abstract

This study was designed to identify the specific aspects of parenting that underlie family literacy programs by using 87 parenting items from the Even Start Classroom Literacy Interventions and Outcomes (CLIO) study. An exploratory factor analysis was conducted using data from the first year of data collection (N = 1300) to determine the underlying structure and number of latent constructs. An initial confirmatory factor analysis was then conducted using data from the same sample in order to improve model fit, through examination of improvement statistics and modification indices. Finally, a confirmatory factor analysis was conducted using the data from the second year of data collection with the purpose of verifying the constructs identified through the exploratory factor analysis. It was hypothesized based on previous research that nurturance, teaching, and language would emerge as important constructs. Results of the final confirmatory factor analysis found five parenting constructs underlying the CLIO data set, including scaffolding and supportiveness; parent-child interaction and opportunity to read; home learning environment, particularly access to materials; explicit teaching; and rules and routines in the home.

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