Measuring Elementary School Teachers' Knowledge of Teaching Vocabulary. EdWorkingPaper No. 25-1264
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| Title: | Measuring Elementary School Teachers' Knowledge of Teaching Vocabulary. EdWorkingPaper No. 25-1264 |
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| Language: | English |
| Authors: | Douglas M. Mosher, James S. Kim, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 44 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Elementary School Teachers, Knowledge Level, Knowledge Base for Teaching, Test Validity, Grade 3, Test Items, Difficulty Level, Psychometrics, Educational Legislation, Faculty Development, Reading Instruction, Reading Achievement, Vocabulary Development |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678223 |
| Database: | ERIC |
| Abstract: | 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. |
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