Texas STR Certification (TExES Science of Teaching Reading (293))
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Phonics -ANSWER-the study of the systematic and predictable
relationships between written letters and spoken sounds
Early Phonological Awareness -ANSWER-Initial awareness of larger units
of sound in spoken words such as whole words, syllables, and onset
rimes that typically develops between ages 4 and 5
Basic Phonemic Awareness -ANSWER-the stage where children can
identify and manipulate (blend and segment) smaller units of sound
(individual phonemes) in words; typically occurs between ages 5 and 7.
Advanced Phonemic Awareness -ANSWER-The stage where children
can delete, substitute, and reverse individual phonemes in spoken
words; typically occurs between ages 7 and 9.
Allophonic Variation -ANSWER-differences in the way a phoneme
sounds in the context of the word vs. in isolation; may change the way
a word is pronounced but does not change the meaning of the word
,Aspiration of Stop Consonants -ANSWER-a push of air that occurs with
stop consonants when they are in the initial position of a syllable or
consonant blend, or when they precede a vowel
De-aspiration of stop consonants -ANSWER-no push of air that occurs
with stop consonants when they are the second sound in a syllable
Nasalization of vowels before nasal consonants -ANSWER-changes in
vowels sounds when they are adjacent to nasals due to pushing of air
through the nose
Flapping of /t/ and /d/ in medial position -ANSWER-when "t" and "d"
are in the medial position of a word, the tongue flaps, slightly changing
the sound of the phonemes
Affrication of /t/ and /d/ before /r/ and /y/ -ANSWER-changes in the
sound of phonemes /t/ and /d/ before /r/ as in "train" and "drive"
Minimal Pairs -ANSWER-words that differ by one phoneme but have
different meanings, such as "big" and "bag."
Sound Chaining -ANSWER-an activity in which students use colored
blocks that represent different sounds to add, delete, or substitute
sounds in a longer series of words
,Interactive Read Aloud -ANSWER-An instructional strategy that
combines reading aloud with purposeful opportunities for teachers to
address specific reading skills in a meaningful context
Shared reading -ANSWER-An instructional strategy in which a teacher
explicitly models the strategies and skills of proficient readers.
Letter Naming Fluency (LNF) -ANSWER-An individually administered
assessment in which students are given a page of randomly organized
letters and must name as many letters as they can in a set amount of
time.
Alphabetic Principle -ANSWER-The understanding that phonemes
(sounds) and graphemes (written letters) can be connected and used to
represent spoken language
Systematic Instruction -ANSWER-Instruction that follows a specific
scope (identifies the exact skills to be taught and the time needed to
teach them) and sequence (skills are presented in a logical, organized
order)
Explicit Instruction -ANSWER-Instruction that includes direct teaching,
specific practice routines and materials, high levels of student-teacher
interaction, individual student engagement, and accountability
, Code Emphasis Instruction -ANSWER-Explicit, systematic reading
instruction that is more teacher directed, emphasizes specific skills
(phonemic awareness, phonics, fluency, vocabulary, comprehension,
and spelling), and uses decodable texts to practice new skills
Meaning Emphasis Instruction -ANSWER-Reading instruction that is
more student led, emphasizes shared, guided, and independent
reading, and uses student selected leveled texts to practice new skills
Consonant Graphemes -ANSWER-Letters used to represent consonant
phonemes
Simple Syllables -ANSWER-Syllables that do not contain consonant
clusters (blends, digraphs, or trigraphs) as in the words "let-tuce", "rab-
bit", and "Mon-day"
Complex Syllables -ANSWER-Syllables that contain consonant clusters
(blends, digraphs, or trigraphs) as in the words "clue-less", "sharp-en",
and "shrimp-ing"
Vowel Graphemes -ANSWER-Letters used to represent vowel
phonemes
Chunking Instruction -ANSWER-planning short, frequent lessons with
repeated opportunities to practice skills
Actual Exam 2026 || Most Recent Exam 2026|2027 Actual Complete
Real Exam Questions And Correct Answers (Verified Answers) Already
Graded A+ | Guaranteed Success!! Newest Exam | Just Released!!
Phonics -ANSWER-the study of the systematic and predictable
relationships between written letters and spoken sounds
Early Phonological Awareness -ANSWER-Initial awareness of larger units
of sound in spoken words such as whole words, syllables, and onset
rimes that typically develops between ages 4 and 5
Basic Phonemic Awareness -ANSWER-the stage where children can
identify and manipulate (blend and segment) smaller units of sound
(individual phonemes) in words; typically occurs between ages 5 and 7.
Advanced Phonemic Awareness -ANSWER-The stage where children
can delete, substitute, and reverse individual phonemes in spoken
words; typically occurs between ages 7 and 9.
Allophonic Variation -ANSWER-differences in the way a phoneme
sounds in the context of the word vs. in isolation; may change the way
a word is pronounced but does not change the meaning of the word
,Aspiration of Stop Consonants -ANSWER-a push of air that occurs with
stop consonants when they are in the initial position of a syllable or
consonant blend, or when they precede a vowel
De-aspiration of stop consonants -ANSWER-no push of air that occurs
with stop consonants when they are the second sound in a syllable
Nasalization of vowels before nasal consonants -ANSWER-changes in
vowels sounds when they are adjacent to nasals due to pushing of air
through the nose
Flapping of /t/ and /d/ in medial position -ANSWER-when "t" and "d"
are in the medial position of a word, the tongue flaps, slightly changing
the sound of the phonemes
Affrication of /t/ and /d/ before /r/ and /y/ -ANSWER-changes in the
sound of phonemes /t/ and /d/ before /r/ as in "train" and "drive"
Minimal Pairs -ANSWER-words that differ by one phoneme but have
different meanings, such as "big" and "bag."
Sound Chaining -ANSWER-an activity in which students use colored
blocks that represent different sounds to add, delete, or substitute
sounds in a longer series of words
,Interactive Read Aloud -ANSWER-An instructional strategy that
combines reading aloud with purposeful opportunities for teachers to
address specific reading skills in a meaningful context
Shared reading -ANSWER-An instructional strategy in which a teacher
explicitly models the strategies and skills of proficient readers.
Letter Naming Fluency (LNF) -ANSWER-An individually administered
assessment in which students are given a page of randomly organized
letters and must name as many letters as they can in a set amount of
time.
Alphabetic Principle -ANSWER-The understanding that phonemes
(sounds) and graphemes (written letters) can be connected and used to
represent spoken language
Systematic Instruction -ANSWER-Instruction that follows a specific
scope (identifies the exact skills to be taught and the time needed to
teach them) and sequence (skills are presented in a logical, organized
order)
Explicit Instruction -ANSWER-Instruction that includes direct teaching,
specific practice routines and materials, high levels of student-teacher
interaction, individual student engagement, and accountability
, Code Emphasis Instruction -ANSWER-Explicit, systematic reading
instruction that is more teacher directed, emphasizes specific skills
(phonemic awareness, phonics, fluency, vocabulary, comprehension,
and spelling), and uses decodable texts to practice new skills
Meaning Emphasis Instruction -ANSWER-Reading instruction that is
more student led, emphasizes shared, guided, and independent
reading, and uses student selected leveled texts to practice new skills
Consonant Graphemes -ANSWER-Letters used to represent consonant
phonemes
Simple Syllables -ANSWER-Syllables that do not contain consonant
clusters (blends, digraphs, or trigraphs) as in the words "let-tuce", "rab-
bit", and "Mon-day"
Complex Syllables -ANSWER-Syllables that contain consonant clusters
(blends, digraphs, or trigraphs) as in the words "clue-less", "sharp-en",
and "shrimp-ing"
Vowel Graphemes -ANSWER-Letters used to represent vowel
phonemes
Chunking Instruction -ANSWER-planning short, frequent lessons with
repeated opportunities to practice skills
