| 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
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
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
The data shown below were compiled from readership statistics for 78 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 31 January 2013.
All research outputs
#15,262,171
of 22,694,633 outputs
Outputs from Annals of Dyslexia
#177
of 247 outputs
Outputs of similar age
#104,385
of 164,528 outputs
Outputs of similar age from Annals of Dyslexia
#2
of 4 outputs
Altmetric has tracked 22,694,633 research outputs across all sources so far. This one is in the 22nd percentile – i.e., 22% of other outputs scored the same or lower than it.
So far Altmetric has tracked 247 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 7.0. This one is in the 19th percentile – i.e., 19% of its peers scored the same or lower than it.
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