1|Page
STR 293 EXAM 2025 (SCIENCE OF TEACHING READING STR 293) TEACHER
CERTIFICATION EXAM TEST BANK |2025-2026 LATEST UPDATED|REAL EXAM
QUESTIONS AND ANSWERS | 100% RATED CORRECT | 100% VERFIED
SOLUTIONS | ALREADY GRADED A+
A preschool teacher wants to assess a child's concepts of print. The teacher begins by allowing
the child to examine a children's book and then asks the child some simple questions. Which of
the following teacher questions would be most appropriate in this context? - (answer)Can you
show me where to start reading?
Competency 005, Skill D
A teacher assesses a kindergarten student by requiring the child to identify the front of the book,
the direction of the print, the top of the page, the line order, the word order, and the letter order.
The teacher is assessing the child's - - (answer)concepts about print
Competency 005, Skill D
According to research on the regularity of English words, what percentage of English words is
phonetically regular? - (answer)50%
Competency 005, Skill J
,2|Page
The parents of a pre-kindergarten student say that their child is learning to recognize and name
letters of the alphabet but has not yet learned to write any of the letters. The parents wonder
whether they should encourage their child to try writing the letters. The teacher could best
respond by - - (answer)explaining that letter writing can benefit the student by reinforcing his.
letter-recognition skills.
Competency 005, Skill E
Tyler, a first-grader, can identify the letters of the alphabet and decode a number of simple
words. He becomes confused, however, when tracking print in consecutive lines of print. Which
of the following strategies is likely to be most effective in helping Tyler read a short paragraph of
simple text? - (answer)have Tyler use his finger or a marker as he reads the text.
Competency 005, Skill D
The parents of a kindergarten student tell the teacher that their child can recognize and name all
letters of the alphabet and can recognize some common words in the environment. The parents
wonder whether the child should now be encouraged to read simple words at home. Which of the
following recommendations would be most appropriate for the teacher to make? - (answer)take
advantage of opportunities to begin pointing out letter-sound associations in familiar words ("M
makes a /m/ sound. M is for Mommy')
Competency 005, Skill H
,3|Page
A kindergarten teacher asks her students to identify the front of the book, the direction of the
print, the beginning of the sentence, and punctuation. The teacher is observing - -
(answer)concepts of print
Competency 005, Skill D
Which of the following activities would best help students in the emergent literacy stage of
reading development to understand the directionality of print? - (answer)the teacher displays a
poster-sized illustrated story on an easel and uses a pointer to track the words in the text while
reading the story aloud.
Competency 005, Skill D
Which of the following writing samples produced by students in a first-grade classroom relies
most on the use of alphabet letter names as a spelling strategy? - (answer)TM LIKS TO RN FAS
(Tim likes to tun fat)
Competency 005, Skill H
, 4|Page
A first-grade teacher plans a small group activity in which students will use their knowledge of
letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t,
s, l) preprinted on cardstock and cut apart.
During the small group lesson, the teacher gives each student a set of cards. The teacher has the
students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the letter cards together.
The students are then directed to make new words based on the directions the teacher gives. For
example, "change one sound in the word "sat" to make it say "sap". Students make a variety of
words using the letters supplied by new word is made, the students sound out and pronounce the
new word.
The teacher uses this activity in small groups on a regular basis, adding or changing letter cards
as new letter-sound correspondences are lear - (answer)helping students read regular words.
Competency 005, Skill E
A first-grade teacher confers with a reading specialist teacher to plan the following small group
lesson on blending words sound by sound. The teacher prepares the lesson by giving each
student the following plastic letters, laid out separated with wide spaces. The teacher has the
students point to the first letter "m" and with students say /m/ and hold the /mmm/ while moving
it the "m" toward the "a".
STR 293 EXAM 2025 (SCIENCE OF TEACHING READING STR 293) TEACHER
CERTIFICATION EXAM TEST BANK |2025-2026 LATEST UPDATED|REAL EXAM
QUESTIONS AND ANSWERS | 100% RATED CORRECT | 100% VERFIED
SOLUTIONS | ALREADY GRADED A+
A preschool teacher wants to assess a child's concepts of print. The teacher begins by allowing
the child to examine a children's book and then asks the child some simple questions. Which of
the following teacher questions would be most appropriate in this context? - (answer)Can you
show me where to start reading?
Competency 005, Skill D
A teacher assesses a kindergarten student by requiring the child to identify the front of the book,
the direction of the print, the top of the page, the line order, the word order, and the letter order.
The teacher is assessing the child's - - (answer)concepts about print
Competency 005, Skill D
According to research on the regularity of English words, what percentage of English words is
phonetically regular? - (answer)50%
Competency 005, Skill J
,2|Page
The parents of a pre-kindergarten student say that their child is learning to recognize and name
letters of the alphabet but has not yet learned to write any of the letters. The parents wonder
whether they should encourage their child to try writing the letters. The teacher could best
respond by - - (answer)explaining that letter writing can benefit the student by reinforcing his.
letter-recognition skills.
Competency 005, Skill E
Tyler, a first-grader, can identify the letters of the alphabet and decode a number of simple
words. He becomes confused, however, when tracking print in consecutive lines of print. Which
of the following strategies is likely to be most effective in helping Tyler read a short paragraph of
simple text? - (answer)have Tyler use his finger or a marker as he reads the text.
Competency 005, Skill D
The parents of a kindergarten student tell the teacher that their child can recognize and name all
letters of the alphabet and can recognize some common words in the environment. The parents
wonder whether the child should now be encouraged to read simple words at home. Which of the
following recommendations would be most appropriate for the teacher to make? - (answer)take
advantage of opportunities to begin pointing out letter-sound associations in familiar words ("M
makes a /m/ sound. M is for Mommy')
Competency 005, Skill H
,3|Page
A kindergarten teacher asks her students to identify the front of the book, the direction of the
print, the beginning of the sentence, and punctuation. The teacher is observing - -
(answer)concepts of print
Competency 005, Skill D
Which of the following activities would best help students in the emergent literacy stage of
reading development to understand the directionality of print? - (answer)the teacher displays a
poster-sized illustrated story on an easel and uses a pointer to track the words in the text while
reading the story aloud.
Competency 005, Skill D
Which of the following writing samples produced by students in a first-grade classroom relies
most on the use of alphabet letter names as a spelling strategy? - (answer)TM LIKS TO RN FAS
(Tim likes to tun fat)
Competency 005, Skill H
, 4|Page
A first-grade teacher plans a small group activity in which students will use their knowledge of
letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t,
s, l) preprinted on cardstock and cut apart.
During the small group lesson, the teacher gives each student a set of cards. The teacher has the
students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the letter cards together.
The students are then directed to make new words based on the directions the teacher gives. For
example, "change one sound in the word "sat" to make it say "sap". Students make a variety of
words using the letters supplied by new word is made, the students sound out and pronounce the
new word.
The teacher uses this activity in small groups on a regular basis, adding or changing letter cards
as new letter-sound correspondences are lear - (answer)helping students read regular words.
Competency 005, Skill E
A first-grade teacher confers with a reading specialist teacher to plan the following small group
lesson on blending words sound by sound. The teacher prepares the lesson by giving each
student the following plastic letters, laid out separated with wide spaces. The teacher has the
students point to the first letter "m" and with students say /m/ and hold the /mmm/ while moving
it the "m" toward the "a".
