The results of the DeBruin-Parecki (1999) study influenced others to use the ACIRI as an instrument to measure dialogic reading episodes (Brickman, 2003; Kelley, 2003).
Construction of the DRI began with initial item development by three professors and three doctoral students using the ACIRI (DeBruin-Parecki, 1999).
The DRI was adapted from the ACIRI (DeBruin-Parecki, 1999) and tested for a high standard of reliability and validity.
Similar to the ACIRI (DeBruin-Parecki, 1991), the DRI could be useful as a pretest to inform family literacy instructors on the specific reading behaviors that parents need to develop to help support their children's reading.
To examine the relationship between shared reading frequency and observational measures of shared reading quality, parental self-reports of reading frequency were correlated with overall dyadic shared reading quality as measured by the ACIRI.
Cognitive and language scale scores were also correlated with each of the subscales of the ACIRI to determine specifically what components of the shared reading dynamic are most affected by variation in children's cognitive and language abilities.
To see if higher quality parenting is positively correlated with shared reading quality, overall PICCOLO scores were correlated with overall ACIRI scores.