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Considerable effort has been exerted to identify effective instructional methods to teach reading in the early grades. Ideally, these practices would be provided to students by knowledgeable educators. However, many educators lack linguistic knowledge of the English language and essential concepts about early literacy acquisition that predict student reading outcomes. Furthermore, the in-service training needed to fill gaps in educator knowledge is costly and challenging to deliver at scale. Online educator training has the potential to provide a cost-effective, more readily scalable option. However, limited research has explored the efficacy of online training to increase educator knowledge of early grade reading. The current study was conducted to test the effectiveness of online training to improve educators’ knowledge of early grade reading concepts. Educators (N = 86 in the analytic sample) who primarily supported students in grades K-5 were assigned randomly to one of three training conditions: waitlist control, in-person, or online. They all completed a test before and after receiving training that assessed their knowledge of early-grade reading concepts. An ANCOVA that controlled for baseline knowledge revealed that educators who received training either in-person or online had increased knowledge of early grade reading after the training relative to the waitlist control group. Furthermore, educators who received in-person training outperformed educators who received online training. This study suggests that online training provides a viable alternative to in-person in-service training and highlights a need to consider ways of enhancing the impact of online training on educator knowledge.

Common tests of morphological awareness measure both morphology and syntax by requiring participants to fit words and pseudowords into sentences by adding or removing affixes. We report the results of a study testing a new word level task. College students viewed transparent words (without phonological or orthographic shifts) and used a keyboard to indicate whether the items contained 1, 2, 3, or 4 morphemes. Morpheme counting accuracy was strongly and significantly correlated with sentence level tests of morphological awareness, also grouping with them in a factor analysis, suggesting that the tasks measure a similar construct. Morpheme counting accuracy was also strongly and significantly correlated with the word identification and passage comprehension measures from the WJ-IV. Crossed random-effects modeling showed that all tasks were sensitive to word frequency and vocabulary. However, different MA tasks varied in their sensitivity to the sublexical properties of words. Responses in the sentence level tasks were sensitive to word and bigram frequency while responses in the word level task was sensitive to base frequency and the number of morphemes. Our findings suggest that conscious knowledge of root words and affixes can be directly measured at the word level without a syntactic component to the task and that responses do capture variation in the ability to decompose complex words into their component morphemes.