A Knowledge Test of Reading for Elementary School Teaching

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Abstract
This paper describes the development and field testing of an instrument designed to assess elementary school teachers’ knowledge of reading concepts. Instruments currently available to measure knowledge competencies of reading teachers are reviewed and their limitations noted. A description of how construct validity of the Knowledge Test of Reading for Elementary School Teachers was established is given and test item analysis statistics for the field testing sample is reported. Thirty-six professors of higher education and 455 teachers were involved in the test development. Demographic characteristics of the tested sample are also provided. Suggestions for additional studies using the instrument are provided.

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