TEXAS STR 293 TEACHER PRACTICE EXAM/ SCIENCE OF
TEACHING AND READING TEXAS 293 EXAM COMPLETE
QUESTIONS AND CORRECT DETAILED ANSWERS A NEW
UPDATED VERSION LATEST 2026-2027 NEWEST EDITION
(VERIFIED ANSWERS) FULLY REVISED EXAM ALREADY
GRADED A+
A first-grade student has been identified as having dyslexia and has begun
intervention. Which of the following approaches to instruction would be most
effective to enhance the student's reading development?
A) allowing the student to use colored overlays on all classroom texts to
ameliorate the visual difficulties caused by dyslexia
B) using reading materials with the student for instruction and guided practice
that utilize specialized fonts designed for people with dyslexia
C) arranging for the student to spend time each day on the classroom computer
using a working-memory training program
D) providing the student with systematic, explicit multimodal instruction in all
the essential, evidence-based components of reading
Answer: D.
Convergent research on dyslexia supports a language-based, multimodal
approach to instruction that is systematic and explicit and addresses all five
components of reading: phonemic awareness, phonics, fluency, vocabulary,
and text comprehension. Options A and B are incorrect because they are based
on the false premise that dyslexia is a visual condition, and research has found
these strategies to be ineffective. Option C is incorrect because it is based on
the false premise that dyslexia is caused by a deficit in working memory .
,At the beginning of the school year, a first-grade teacher conducts a brief
screening assessment in which the teacher asks small groups of students to
spell four CVC words and one word with a consonant blend (e.g., bag, hen, sit,
mop, slug). In addition to providing the teacher with information about
students' knowledge of letter-sound correspondences, this type of assessment
would also provide information about students' development in which of the
following other areas related to emergent reading?
A) vocabulary knowledge
B) phonological awareness
C) phonemic awareness
D) listening comprehension
Answer: C.
In this assessment, students are representing phonemes with graphemes. The
number and sequence of graphemes a student writes provides insight into
phonemic segmentation skills. For example, spelling a CVC word with only
the beginning sound indicates the student perceives only the most salient
sound. Option B is incorrect because phonological awareness includes
manipulating larger linguistic units, while phonemic awareness specifically
involves perceiving and manipulating individual phonemes .
A prekindergarten teacher is preparing an introductory lesson focused on
isolating the initial sound in spoken words for a small group of children. The
group includes an English learner. Which instructional support would best
promote the English learner's success in achieving the instructional goal?
A) selecting stimulus words for the lesson that have sounds common to both
English and the English learner's home language
B) developing an alternative lesson for the English learner that focuses on skills
that fall earlier along the phonological awareness continuum
,C) conducting tasks with the English learner that require the child to segment
and blend the sounds of simple spoken English words
D) encouraging the English learner's family to engage in wordplay activities
such as reciting home-language nursery rhymes
Answer: A.
English learners benefit from stimulus words containing familiar sounds. By
school age, children may require explicit instruction to perceive phonemes not
present in their home language. Selecting words with sounds the child can
already perceive ensures they are on the same footing as English-speaking
peers. Option B is incorrect because the scenario states assessments indicate
the child is ready for this instruction .
Which of the following practices by a prekindergarten teacher best reflects an
assets-based approach to reading instruction?
A) planning instruction in various areas of reading using continually adjusted
flexible groupings according to each child's current assessed knowledge and
skills
B) allowing individual children to develop an interest in literacy at their own
pace before introducing them to foundational reading concepts and skills
C) ensuring that each child in an emergent-reading group has mastered the
current concept before moving the group on to the next lesson
D) building opportunities in each lesson for children to use multiple modalities
to deepen their understanding of new reading concepts and skills
Answer: A.
An assets-based approach focuses on what children know rather than what
they do not know. By continually adjusting flexible groupings based on
assessment data, the teacher acknowledges each child's growth and identifies
their assets to create student-centered instruction. Option B incorrectly suggests
the teacher should wait for interest to develop, and Option C describes a
deficit-based approach that locks children into fixed groups .
, A third-grade teacher frequently uses an online application at the end of a
lesson to post a small task for students. For example, after a lesson on prefixes,
the teacher posts three base words and asks students to change the meaning of
each word by adding an appropriate prefix. Students post their individual
responses for the teacher to review. In this scenario, the teacher is using
technology for which assessment purpose?
A) formative assessment
B) diagnostic assessment
C) summative assessment
D) screening assessment
Answer: A.
The teacher uses the online application as an exit ticket to check individual
students' learning following instruction. The data collected can inform and
adjust subsequent instruction. Option B is incorrect because diagnostic
assessment assesses specific areas in depth to determine causes of difficulties.
Option C is incorrect because summative assessment measures progress at the
end of an instructional unit .
A first-grade teacher would like to model metacognitive reading strategies with
her students. Which of the following activities would be best for the teacher to
implement to accomplish this goal?
A) having students complete a graphic organizer identifying the main idea and
supporting details of a text
B) conducting a think aloud in which the teacher reads the text orally, stopping
along the way to ask questions and model making predictions
C) assigning students to read a passage silently and then answer
comprehension questions
TEACHING AND READING TEXAS 293 EXAM COMPLETE
QUESTIONS AND CORRECT DETAILED ANSWERS A NEW
UPDATED VERSION LATEST 2026-2027 NEWEST EDITION
(VERIFIED ANSWERS) FULLY REVISED EXAM ALREADY
GRADED A+
A first-grade student has been identified as having dyslexia and has begun
intervention. Which of the following approaches to instruction would be most
effective to enhance the student's reading development?
A) allowing the student to use colored overlays on all classroom texts to
ameliorate the visual difficulties caused by dyslexia
B) using reading materials with the student for instruction and guided practice
that utilize specialized fonts designed for people with dyslexia
C) arranging for the student to spend time each day on the classroom computer
using a working-memory training program
D) providing the student with systematic, explicit multimodal instruction in all
the essential, evidence-based components of reading
Answer: D.
Convergent research on dyslexia supports a language-based, multimodal
approach to instruction that is systematic and explicit and addresses all five
components of reading: phonemic awareness, phonics, fluency, vocabulary,
and text comprehension. Options A and B are incorrect because they are based
on the false premise that dyslexia is a visual condition, and research has found
these strategies to be ineffective. Option C is incorrect because it is based on
the false premise that dyslexia is caused by a deficit in working memory .
,At the beginning of the school year, a first-grade teacher conducts a brief
screening assessment in which the teacher asks small groups of students to
spell four CVC words and one word with a consonant blend (e.g., bag, hen, sit,
mop, slug). In addition to providing the teacher with information about
students' knowledge of letter-sound correspondences, this type of assessment
would also provide information about students' development in which of the
following other areas related to emergent reading?
A) vocabulary knowledge
B) phonological awareness
C) phonemic awareness
D) listening comprehension
Answer: C.
In this assessment, students are representing phonemes with graphemes. The
number and sequence of graphemes a student writes provides insight into
phonemic segmentation skills. For example, spelling a CVC word with only
the beginning sound indicates the student perceives only the most salient
sound. Option B is incorrect because phonological awareness includes
manipulating larger linguistic units, while phonemic awareness specifically
involves perceiving and manipulating individual phonemes .
A prekindergarten teacher is preparing an introductory lesson focused on
isolating the initial sound in spoken words for a small group of children. The
group includes an English learner. Which instructional support would best
promote the English learner's success in achieving the instructional goal?
A) selecting stimulus words for the lesson that have sounds common to both
English and the English learner's home language
B) developing an alternative lesson for the English learner that focuses on skills
that fall earlier along the phonological awareness continuum
,C) conducting tasks with the English learner that require the child to segment
and blend the sounds of simple spoken English words
D) encouraging the English learner's family to engage in wordplay activities
such as reciting home-language nursery rhymes
Answer: A.
English learners benefit from stimulus words containing familiar sounds. By
school age, children may require explicit instruction to perceive phonemes not
present in their home language. Selecting words with sounds the child can
already perceive ensures they are on the same footing as English-speaking
peers. Option B is incorrect because the scenario states assessments indicate
the child is ready for this instruction .
Which of the following practices by a prekindergarten teacher best reflects an
assets-based approach to reading instruction?
A) planning instruction in various areas of reading using continually adjusted
flexible groupings according to each child's current assessed knowledge and
skills
B) allowing individual children to develop an interest in literacy at their own
pace before introducing them to foundational reading concepts and skills
C) ensuring that each child in an emergent-reading group has mastered the
current concept before moving the group on to the next lesson
D) building opportunities in each lesson for children to use multiple modalities
to deepen their understanding of new reading concepts and skills
Answer: A.
An assets-based approach focuses on what children know rather than what
they do not know. By continually adjusting flexible groupings based on
assessment data, the teacher acknowledges each child's growth and identifies
their assets to create student-centered instruction. Option B incorrectly suggests
the teacher should wait for interest to develop, and Option C describes a
deficit-based approach that locks children into fixed groups .
, A third-grade teacher frequently uses an online application at the end of a
lesson to post a small task for students. For example, after a lesson on prefixes,
the teacher posts three base words and asks students to change the meaning of
each word by adding an appropriate prefix. Students post their individual
responses for the teacher to review. In this scenario, the teacher is using
technology for which assessment purpose?
A) formative assessment
B) diagnostic assessment
C) summative assessment
D) screening assessment
Answer: A.
The teacher uses the online application as an exit ticket to check individual
students' learning following instruction. The data collected can inform and
adjust subsequent instruction. Option B is incorrect because diagnostic
assessment assesses specific areas in depth to determine causes of difficulties.
Option C is incorrect because summative assessment measures progress at the
end of an instructional unit .
A first-grade teacher would like to model metacognitive reading strategies with
her students. Which of the following activities would be best for the teacher to
implement to accomplish this goal?
A) having students complete a graphic organizer identifying the main idea and
supporting details of a text
B) conducting a think aloud in which the teacher reads the text orally, stopping
along the way to ask questions and model making predictions
C) assigning students to read a passage silently and then answer
comprehension questions
