The purpose of this study was to administer the revised "Inventory of Teacher Knowledge of Reading" by Artley and Hardin to a representative population of teachers, and to secure information concerning the factorial validity and reliability of the instrument. The subjects included 552 inservice elementary education teachers, elementary education teachers taking graduate education courses, and graduating college seniors who were close to completion of requirements for certification as elementary school teachers. Utilizing the Kuder-Richardson formula 20, the internal-consistency reliability of the "Inventory" was found to be .920. Thirty-five factors with eigenvalues greater than one were extracted, utilizing the principal-axes method of principal-components analysis. These factors accounted for 61.051 percent of the total variance of the "Inventory." It was concluded that the "Inventory of Teacher Knowledge of Reading" has sufficient reliability to justify its use as a measure of teachers' knowledge of reading. (Author/TS)