This thesis reports three separate but interrelated studies that examined the literacy knowledge and skill of pre-kindergarten (pre-K) teachers. Cognitive interview methodology in Study 1 explored how expert researchers and teachers responded to and evaluated items on an instrument designed to measure pre-K teachers' early literacy knowledge and pedagogy, the Language and Literacy Assessment or LLA. The information from these experts and the theoretical findings from the peer-reviewed literature led to the revised instrument, called the LLA-r. Study 2 examined the adequacy of the LLA-r items and, to a limited extent, the validity of the revised instrument. Teachers across the state of Iowa were asked to complete an online version of the LLA-r and results provided some validity evidence suggesting reduced item ambiguity.

The LLA-r was used as part of Study 3, which employed a multiple case study design to address pre-K teachers' professional performance regarding early literacy instruction and classroom behaviors. Multiple measures were used to collect information for 12 classrooms, which were selected based on the demographic results of the LLA-r and included teachers with a range of education and experience. Information for each case included the LLA-r and two observation instruments, (1) Observational Measures of Instruction in Language and Literacy (referred to as the OMLIT), a structured observation protocol, and (2) The Arnett Caregiver Interaction Scale.

Results of Study 3 provided a preliminary but systematic look at how teachers' literacy knowledge is related to instruction. All teachers in the Study 3 had at least four year degrees and some experience. The current study did not have sufficient numbers of poorly trained or inexperienced teachers to determine if high quality higher education and experience in the classroom are necessary but insufficient factors in effective literacy instruction. Lastly, results of the case studies suggested that having a classroom environment rich in literacy materials only resulted in rich literacy instruction if the teacher had set up routines and explicit instruction that modeled and supported the use of print, playing with sounds, reading, and writing.