Teacher knowledge forms the foundation for implementing the science of reading (SOR) in classrooms, shaping instructional practices and influencing student outcomes. While considerable research has examined teacher knowledge in alphabetic languages, limited attention has been given to non-alphabetic languages, including Chinese. Despite the distinct linguistic features of Chinese and the growing body of Chinese SOR literature, valid and reliable assessments of teachers’ knowledge of foundational reading instruction in Chinese are still lacking. This study developed and validated an instrument grounded in the Chinese SOR framework, targeting key foundational reading skills such as character reading and vocabulary. Items were created and refined through expert review and administered online to 500 in-service and pre-service teachers. Data were analyzed using exploratory factor analysis, item response theory, and multilevel modeling. Findings indicated good reliability and validity, with a unidimensional structure. This may reflect the integrated nature of character reading and vocabulary in Chinese literacy instruction. The instrument showed high precision in identifying lower-ability levels among in-service teachers and captured a broader range of ability among preservice teachers. The instrument offers practical utility for identifying knowledge gaps and designing targeted professional development and teacher preparation programs. Additionally, teacher characteristics, including the number of reading-related training hours and special education background, were significantly associated with performance on the assessment.
Wang et al. (Mon,) studied this question.