Understanding Teachers' Knowledge of Vocabulary Development and Instruction

• In Event: 31.088 - Deconstructing Vocabulary to Inform Practice: Investigating Different Aspects of Vocabulary Knowledge With Diverse Learners

Abstract

Objectives

This paper describes the development and initial validity analysis of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition.

Theoretical Framework

While a few studies have measured teacher knowledge of reading (Carlisle, et al., 2009; Cunningham et al., 2004; McCutchen et al., 2002; Moats & Foorman, 2003) there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, et al., 2013).

Method

Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four on instruction, and one on instruction specifically for English learners. To provide interpretative meaning to survey results, the Angoff method was used to set cut scores between levels of teacher vocabulary knowledge. Subject matter experts rated each statement twice: first as to the probability that a teacher at the cut between emergent and intermediate knowledge would correctly identify each statement as true or false; second as to the probability that a teacher at the cut between intermediate and expert knowledge would do so. Accordingly, three levels of teacher vocabulary knowledge were determined: emergent, intermediate, and expert.

Data Sources

In a pilot of the instrument, fifty teachers completed the TKVS using an online survey. The survey asked respondents to read each statement about vocabulary and indicate whether they thought the statement was true or false.

Results

Analyses from the subject matter experts’ ratings and the teachers’ performances provide initial evidence for the validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. Teacher performances were found to correlate with the difficulties of the items based on the experts’ ratings. Of 50 teachers, two teachers demonstrated emergent knowledge of vocabulary; 34 teachers demonstrated an intermediate level; and 14 teachers demonstrated expert knowledge.

Scientific Significance

Students’ vocabulary knowledge affects their reading comprehension and acquisition of content concepts (Beck, Perfetti & McKeown, 1982). While teachers are often aware that their students have gaps in their vocabulary knowledge, they may lack the instructional tools, curriculum, and training to try to address those gaps, particularly for English learners (U. S. Government Accountability Office, 2009).The TKVS has the potential to identify areas of need in teacher knowledge, an important first step in designing professional development to meet teachers’ specific needs, help them to improve their instruction, and ultimately, increase student vocabulary learning. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for preservice and inservice teachers.

Authors

• Annie Laurie Duguay, Center for Applied Linguistics

• Dorry M. Kenyon, Center for Applied Linguistics

• Erin F Haynes, American Institutes for Research