Measuring teachers’ knowledge of vocabulary development and instruction

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

“…In general, available studies have concentrated on code‐focused, reading‐related outcomes (e.g., print knowledge, phonological awareness, and word reading) rather than language outcomes, and the vast majority have utilized knowledge measures that emphasize orthography, phonology, morphology, or supporting code‐focused skills (cf. Duguay, Kenyon, Haynes, August, & Yanosky, ; Gersten et al, ). Given current challenges in facilitating educators' abilities to support young children's language development (Dickinson, ; Haley, Hulme, Bowyer‐Crane, Snowling, & Fricke, ), better understanding educators' knowledge regarding oral language and associations or lack thereof with children's language learning is an important avenue for future research.…”

Kindergarten Teachers’ Vocabulary Knowledge, Practices, and Influential Factors: A Multiple Case Study

“…Participants were also asked to rank nine literacy concepts from most important to least important in the context of kindergarten literacy instruction. The lowest score out of the participants on the pilot TKVS conducted by Duguay et al (2016) was 31 out of 52 statements correct (59.6%), which is only slightly higher than the chance of…”

“…The final 52 items were chosen after reviewing feedback from the pilot cognitive lab and researchers removed any questions that were confusing or unclear. The TKVS items are listed in Appendix B Duguay et al (2016). reported the TKVS to be appropriate as a needs assessment for teachers or a guide for professional development in vocabulary instruction for teachers.…”

“…Categories of knowledge assessed on the survey are vocabulary development, vocabulary instruction: providing rich and varied language experiences, vocabulary instruction: teaching individual words, vocabulary instruction: teaching wordlearning strategies, vocabulary instruction: fostering word consciousness, and vocabulary instruction for English learners. These six categories were decided on by subject matter experts who are deeply knowledgeable about vocabulary development and instruction(Graves, 2006; National Institute of Child Health and Human Development (2000);Graves et al, 2013).Teachers would score one point for a correct answer and zero points for an incorrect or "I don't know" answer Duguay et al (2016). determined cut scores for teacher knowledge at the emergent, intermediate, and expert level Duguay et al (2016).…”

Literacy Development at Camp: Leveraging Language Models

“…For DCFs, the week began with a formative assessment of their knowledge of literacy instruction using the Teacher Knowledge of Vocabulary Survey (Duguay, Kenyon, Haynes, August, & Yanosky, 2016). This survey includes a section for background information and three sections with true/false questions: development of vocabulary knowledge (e.g., “Many words in English have multiple meanings”); knowledge of how to provide rich and varied language experiences (e.g., “Vocabulary can be acquired through incidental exposure”); and knowledge of how to foster word consciousness (e.g., “A single instance of a word in context is often sufficient to reveal its full meaning”).…”