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<p>Effective reading instruction requires that teachers make the linguistic features of school-based texts both visible and accessible to students, yet preservice teachers’ (PSTs) knowledge about this language (KAL) is rarely assessed with instruments that capture the full linguistic continuum and provide validity evidence for score interpretation. This study developed and validated a multiple-choice measure of elementary preservice teachers’ KAL for teaching reading across phonology/orthography, morphology, syntax, and discourse. Items were developed through iterative evidence-centered design procedures, including expert review and cognitive interviews to support content- and response-process validity evidence. Internal structure evidence was examined with a one-factor confirmatory factor analysis (WLSMV) and Rasch modeling. The one-factor CFA demonstrated good fit, χ<sup>2</sup>(189) = 200.44, <i>p</i> = .271, RMSEA = 0.021 (90% CI [0.000, 0.043]), CFI = 0.931, and TLI = 0.923, supporting interpretation of a total score. Reliability was acceptable for intended research and low-stakes evaluation uses (ω = 0.832; α = 0.680). Rasch analyses indicated generally acceptable item fit and a broad range of item difficulty (–&#xa0;1.70 to 2.42 logits). Sentence-level items were among the most difficult and sound–letter items among the easiest. Findings support using the final 21-item measure to assess PSTs’ preparedness for linguistically responsive reading instruction and to guide future validation and item refinement.</p>

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Assessing preservice teachers’ knowledge about the language of schooling for reading instruction: development and validation of a metalinguistic measure

  • 期刊论文

  • 发表日期：

    2026年7月23日

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  • Jungyoung Park,
  • Eric A. Wright,
  • Zhihui Fang

摘要

Effective reading instruction requires that teachers make the linguistic features of school-based texts both visible and accessible to students, yet preservice teachers’ (PSTs) knowledge about this language (KAL) is rarely assessed with instruments that capture the full linguistic continuum and provide validity evidence for score interpretation. This study developed and validated a multiple-choice measure of elementary preservice teachers’ KAL for teaching reading across phonology/orthography, morphology, syntax, and discourse. Items were developed through iterative evidence-centered design procedures, including expert review and cognitive interviews to support content- and response-process validity evidence. Internal structure evidence was examined with a one-factor confirmatory factor analysis (WLSMV) and Rasch modeling. The one-factor CFA demonstrated good fit, χ2(189) = 200.44, p = .271, RMSEA = 0.021 (90% CI [0.000, 0.043]), CFI = 0.931, and TLI = 0.923, supporting interpretation of a total score. Reliability was acceptable for intended research and low-stakes evaluation uses (ω = 0.832; α = 0.680). Rasch analyses indicated generally acceptable item fit and a broad range of item difficulty (– 1.70 to 2.42 logits). Sentence-level items were among the most difficult and sound–letter items among the easiest. Findings support using the final 21-item measure to assess PSTs’ preparedness for linguistically responsive reading instruction and to guide future validation and item refinement.