Title |
Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy
|
---|---|
Published in |
Annals of Dyslexia, July 2012
|
DOI | 10.1007/s11881-012-0070-8 |
Pubmed ID | |
Authors |
Emily Binks-Cantrell, R. Malatesha Joshi, Erin K. Washburn |
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. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 1 | 50% |
Unknown | 1 | 50% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 2 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Portugal | 1 | 1% |
Unknown | 77 | 99% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Doctoral Student | 16 | 21% |
Student > Ph. D. Student | 15 | 19% |
Student > Master | 14 | 18% |
Researcher | 4 | 5% |
Professor | 3 | 4% |
Other | 11 | 14% |
Unknown | 15 | 19% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 21 | 27% |
Social Sciences | 15 | 19% |
Linguistics | 6 | 8% |
Arts and Humanities | 4 | 5% |
Nursing and Health Professions | 4 | 5% |
Other | 8 | 10% |
Unknown | 20 | 26% |