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Development and Validation of an Assessment of Adult Educators’ Reading Instructional Knowledge
Annals of Dyslexia (2012)
  • Sherry M Bell, University of Tennessee - Knoxville
  • R Steve McCallum, University of Tennessee - Knoxville
  • Mary F Ziegler, University of Tennessee - Knoxville
  • C. Amelia Davis, Georgia Southern University
  • Marybeth Coleman, University of Tennessee - Knoxville

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n = 468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.

Publication Date
Fall November, 2012
Citation Information
Bell, S.M, McCallum, R.S., Ziegler, M.F., Davis, C.A. and Coleman, M. (2012, November). Development and validation of an assessment of adult Educators’ reading instructional knowledge. Annals of Dyslexia, 1-14, doi:10.1007/s11881-012-0079-z