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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
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
FullText Text:
  Availability: 0
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  Data: Measuring Elementary School Teachers' Knowledge of Teaching Vocabulary. EdWorkingPaper No. 25-1264
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  Data: <searchLink fieldCode="AR" term="%22Douglas+M%2E+Mosher%22">Douglas M. Mosher</searchLink><br /><searchLink fieldCode="AR" term="%22James+S%2E+Kim%22">James S. Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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/
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2026
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  Data: ED678223
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678223
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      – Text: English
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      Pagination:
        PageCount: 44
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Grade 3
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      – SubjectFull: Test Items
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Psychometrics
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Achievement
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      – SubjectFull: Vocabulary Development
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      – TitleFull: Measuring Elementary School Teachers' Knowledge of Teaching Vocabulary. EdWorkingPaper No. 25-1264
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