Validating a Literacy Practices Survey for Spanish-Speaking Early Grade Teachers

• In Event: Building Reliable Tools: Psychometric Validation in Teaching and Learning Contexts

Abstract

This study investigates the psychometric properties of a teacher survey developed to assess essential literacy practices in Spanish-speaking K-3 classrooms in Puerto Rico. Using exploratory and confirmatory factor analyses, we identified a two- to three-factor structure distinguishing between unconstrained and foundational literacy skills, with moderate internal consistency across factors. To strengthen construct validity, we analyzed coach observation data using Item Response Theory, which revealed general alignment with survey-based constructs while identifying items requiring refinement. Findings contribute to the development of culturally and linguistically responsive measurement tools and highlight key considerations for designing and validating practitioner-focused surveys in multilingual educational settings.

Authors

• Paola Andrea Guerrero-Rosada, University of California - Irvine

• Siling Guo, University of California - Irvine

• Caroline Chamberlain, University of California - Irvine