ACIRI

AcronymDefinition
ACIRIAT&T Center for Internet Research at ICSI (Internet architecture research institute)
References in periodicals archive ?
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. Self-reported shared reading frequency was not found to be significantly correlated with observational measures of shared reading quality (see Table 4).
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.
To further delineate the nature of the relationship between specific parenting behaviors and shared reading quality, PICCOLO subscales were correlated with ACIRI subscales; see Table 7 for correlations between PICCOLO and ACIRI subscales.
However, to the authors' knowledge, this is the first study to utilize an observational measure of parent-child dyadic shared reading quality using the ACIRI (Debruin-Parecki, 2007) in combination with an observational measure of parenting quality using the PICCOLO (Roggman et al., 2009).
DeBruin-Parecki (1999) constructed an instrument, the Adult and Child Interactive Reading Inventory (ACIRI), to measure storybook reading behaviors.
The results showed that the parent's ACIRI score on an item significantly correlated to the child's ACIRI score on the same item, and there were significant correlations between the parent's and child's scores in the three ACIRI categories.
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).