Translation, Validation, and Reliability Testing of the Parent Reading Beliefs Survey (PRBS): The Malay Versi

Abstract

Children’s proficient reading performance is not merely an academic skill; it is a fundamental cornerstone of a child’s cognitive development, academic success, and long-term life outcomes. As a primary role model, parental reading attitudes will most likely influence the home literacy environment and children’s reading performance. Parents’ reading habits and experiences may provide the necessary knowledge to assist children’s reading development. Currently, no Malay language instruments are available to assess parents’ attitudes towards reading. Thus, this study aimed to translate the English version of the Parent Reading Beliefs Survey (PRBS) into Malay language and evaluate its validity and reliability. PRBS was chosen because it can measure how parents’ reading attitudes align with current at-home literacy practices and literacy development. The Malay-translated questionnaire was content validated through content validity ratio (CVR), content validity index-relevance (CVI-Relevance), andcontent validity index-clarity (CVI-Clarity) methods by eight expert panels (professionals that having expertise related to early literacy), and finally reliability tested using Cronbach’s alpha with 50 participants (preschoolchildren’s parents). The results showed that all items’ CVR values were at least 0.75, and all items’ CVI-Relevance and CVI-Clarity values were higher than 0.83, indicating satisfactory validity. As for each subscale, Cronbach’s alpha value ranges from 0.71 to 0.97, indicating acceptable and good internal consistency. Overall, the Malay translated version of the PRBS was found to be valid and reliable for use in future studies. The findings of this study can pave the way for more research efforts in the field of reading in Malaysia. The questionnaire can also assist speech therapists and educators in assessing the attitudes that parents have in reading to come up with better designs for parent-child reading intervention.