Technical adequacy of measuring teachers' knowledge of dyslexia

Given the rapid growth in educational policies targeting educators' knowledge of dyslexia, this study explored the technical adequacy of a common instrument for measuring that knowledge. The responses of 1141 preservice teachers were scored in three ways: polytomously with the original 4-point Likert scale, dichotomously as true-false, and dichotomously as though the options were multiple choice. An exploratory factor analysis suggested at least one-third of the items needed to be removed. Confirmatory factor analyses suggested a one-factor model with polytomous scoring had the best fit to the data, but only six items loaded. All models demonstrated unacceptable internal consistency reliability (<0.70). Because no technically adequate version of the measure was identified, questions remain about basing policy on scores from these instruments. However, the findings indicated ways this type of measure might be improved.

Shared Reading and Science Vocabulary for Kindergarten Students

Kindergarten students commonly receive a limited amount of exposure to scientific concepts and informational texts. The present study used a multiple probe design across participants to determine the effects of shared reading instruction on three kindergarten students' science-related vocabulary acquisition in a virtual classroom during the Covid-19 pandemic. The interventionist delivered explicit vocabulary instruction by reading aloud a science picture book and intentionally pausing to define, explain, and discuss vocabulary words that were unfamiliar to young students. Researcher-developed vocabulary probes were administered every fifth instructional session and measured specific words taught during instruction. Results of virtual shared reading instruction indicate positive effects (Tau-U = 0.222-0.933) on kindergarten students' science vocabulary learning. Students, their instructor, and caregivers all perceived the shared reading instruction as beneficial for science vocabulary development. These findings suggest explicit science vocabulary instruction during shared reading is beneficial to students and feasible for teachers to implement in a virtual classroom.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s10643-021-01288-w.