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Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy

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Abstract

Recent national reports have stressed the importance of teacher knowledge in teaching reading. However, in the past, teachers’ knowledge of language and literacy constructs has typically been assessed with instruments that are not fully tested for validity. In the present study, an instrument was developed; and its reliability, item difficulty, and item discrimination were computed and examined to identify model fit by applying exploratory factor analysis. Such analyses showed that the instrument demonstrated adequate estimates of reliability in assessing teachers' knowledge of language constructs. The implications for professional development of in-service teachers as well as preservice teacher education are also discussed.

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Authors and Affiliations

  1. Texas A&M University, MS 4232 TLAC, College Station, TX, 77843-4232, USA

    Emily Binks-Cantrell & R. Malatesha Joshi

  2. School of Education, State University of New York at Binghamton, PO Box 6000, Binghamton, NY, 13902-6000, USA

    Erin K. Washburn

Authors
  1. Emily Binks-Cantrell
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  2. R. Malatesha Joshi
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  3. Erin K. Washburn
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Correspondence to Emily Binks-Cantrell.

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Binks-Cantrell, E., Joshi, R.M. & Washburn, E.K. Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Ann. of Dyslexia 62, 153–171 (2012). https://doi.org/10.1007/s11881-012-0070-8

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  • DOI: https://doi.org/10.1007/s11881-012-0070-8

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