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Fine-Tuning Pre-Service Teachers' Instruction: Development and Validation of an Observation Protocol to Assess Literacy.

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Title: Fine-Tuning Pre-Service Teachers' Instruction: Development and Validation of an Observation Protocol to Assess Literacy.
Authors: Medina, Adriana L. (AUTHOR), Pilonieta, Paola (AUTHOR), Putman, S. Michael (AUTHOR), Jolly, Ann C. (AUTHOR), Kim, Stella Y. (AUTHOR)
Source: Reading Psychology. Jul2025, Vol. 46 Issue 5, p516-541. 26p.
Subjects: Student teachers, Statistical reliability, Explicit instruction, Test validity, Opals
Abstract: The Observation Protocol to Assess Literacy (OPAL) was designed to support pre-service teachers' use of explicit instruction when teaching literacy lessons while also incorporating elements of the Science of Reading. The purpose of this research was to introduce the OPAL and examine its content validity, reliability, and consequential validity. Test-retest reliability demonstrated the instrument had stability over time. With regards to elements of validity, the OPAL was interpreted as a literacy observation tool, adequate and acceptable for literacy observation. Preservice teachers found the feedback provided through the OPAL worthwhile. Observers found the OPAL useful for assessing literacy instruction and for documenting PSTs' growth with literacy instructional practices over time. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Fine-Tuning Pre-Service Teachers' Instruction: Development and Validation of an Observation Protocol to Assess Literacy.
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  Data: <searchLink fieldCode="AR" term="%22Medina%2C+Adriana+L%2E%22">Medina, Adriana L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pilonieta%2C+Paola%22">Pilonieta, Paola</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Putman%2C+S%2E+Michael%22">Putman, S. Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jolly%2C+Ann+C%2E%22">Jolly, Ann C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Stella+Y%2E%22">Kim, Stella Y.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Jul2025, Vol. 46 Issue 5, p516-541. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+reliability%22">Statistical reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br /><searchLink fieldCode="DE" term="%22Opals%22">Opals</searchLink>
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  Data: The Observation Protocol to Assess Literacy (OPAL) was designed to support pre-service teachers' use of explicit instruction when teaching literacy lessons while also incorporating elements of the Science of Reading. The purpose of this research was to introduce the OPAL and examine its content validity, reliability, and consequential validity. Test-retest reliability demonstrated the instrument had stability over time. With regards to elements of validity, the OPAL was interpreted as a literacy observation tool, adequate and acceptable for literacy observation. Preservice teachers found the feedback provided through the OPAL worthwhile. Observers found the OPAL useful for assessing literacy instruction and for documenting PSTs' growth with literacy instructional practices over time. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02702711.2025.2471069
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Statistical reliability
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      – SubjectFull: Explicit instruction
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      – SubjectFull: Test validity
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              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
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