Protocol for Language Arts Teaching Observation (PLATO)
Category: Teacher and Leader Development
Teacher Knowledge in the field of literacy has become a priority across the United States, with many states passing legislation requiring that all teachers receive adequate training on the Science of Reading. One essential component of literacy development and text comprehension is vocabulary acquisition. This study examines the psychometric properties of items from the Teacher Knowledge of Vocabulary Survey (Duguay et al., 2016) as well as 11 new items focusing on domain-specific vocabulary instruction. Using responses from 400 third-grade teachers, 2-parameter item response theory models revealed that on average, items were relatively easy for participating teachers. Multilevel models revealed that the measure did not significantly predict vocabulary or reading comprehension achievement for third-grade students (N = 6,977). The discussion considers reasons why item-difficulty dropped from the initial administration as well as implications for future use and research.
Keywords
vocabulary, science of reading, literacy, teacher knowledge, reading comprehension
Education level
Document Object Identifier (DOI)
10.26300/syn8-f919
