Page 1 of 71
Texas TExES Science of Teaching Reading (STR)
Exam (Test 293)
Download now
Johns Hopkins University
School of Nursing
HIGH YIELDS QUESTIONS
NEWEST MODEL 2026 EXAM LATEST
VERSION SOLVED QUESTIONS &
ANSWERS VERIFIED 100 %
Exam
, Page 2 of 71
Texas TExES Science of Teaching Reading (STR) Exam (Test 293)
Ms. Holden uses circle time every afternoon to read a new story aloud to the
class. She uses big books so that every student can easily see the text. While
she reads, she scans her finger along the text. They discuss who the author
and illustrator are, how to hold a book, turn the pages, and identify the front
and back cover. Ms. Holden frequently asks students to help her read by
pointing to parts of the book for her.
During circle time today, Ms. Holden reads Louis Ehlert's Eating the Alphabet,
Fruits and Vegetables from A to Z. On each page, Ms. Holden pauses at the
letter and asks for a student volunteer to name the letter on the page. Before
naming the fruits or vegetables that start with the letter, Ms. Holden could
reinforce the class's alphabetic knowledge by asking them to:
say the letter sound.
shout out a word that starts with that letter.
say the letters that come before or after in the alphabet.
draw the letter in the air with their fingers.
draw the letter in the air with their fingers.
Alphabetic knowledge consists of the ability to name, form, and recognize letters.
Asking students to trace the letter in midair with their finger would reinforce their
alphabetic knowledge.
While conducting a running record or miscue analysis, a teacher listens to a
student read aloud and assesses the reading on the student's prosody, self-
corrections, repetitions, and omissions. Which component listed is subjective
, Page 3 of 71
and less easily marked using written symbols?
repetition
omission
prosody
self-correction
prosody
Because prosody is an evaluation of how well a student uses expression in a
reading, it is a subjective component of reading fluency assessment. Prosody is a
component of reading fluency but is not always assessed during a running record or
miscue analysis.
A teacher hands out a stack of picture cards with familiar images (a ball, the
sun, a chair) to each student. The class is asked to lay the cards on their desks
face up. Next, the teacher says she will say a word slowly ("sss..uuu..nnn").
The students are to pick up the picture that matches the word she said and
hold it in their hands. After everyone has grabbed a picture, the class holds
the photos up for the teacher to scan. Then the class says the word together,
and the process repeats.
This activity helps students decode words by practicing how to:
blend phonemes into words.
match phonemes to graphemes.
rhyme words.
segment words into phonemes.
blend phonemes into words.
, Page 4 of 71
In order to choose the correct picture, the students have to be able to blend the
phonemes spoken by the teacher into the correct word. This activity helps practice
blending.
A kindergarten classroom is participating in a read aloud of the story How
Much Does a Ladybug Weigh? by Alison Limentani. The book counts down
from ten and compares the weights of various animals to each other. "10 ants
weigh as much as one ladybug. 9 ladybugs weigh the same as 1 grasshopper."
On each page, the teacher pauses to ask students what sounds are made by
the animals in the illustration. She calls on students to identify the letter the
animals' names begin with. They briefly discuss whether they've seen the
animal in real life or not.
What is the primary purpose of allowing students to make animal sounds
during the reading?
As a benefit to ELL students who may not recognize the English names for the
animals.
To keep some students' attention during reading time by allowing them to be
loud in appropriate ways.
Creating the sound effects associated with a reading is one way to engage
students in a deeper understanding of a text.
Students can practice pronouncing consonant blends and digraphs (chirp,
quack, bleat) while making many animal noises.
Creating the sound effects associated with a reading is one way to engage students
in a deeper understanding of a text.
Allowing students to make sound effects while reading is one strategy for engaging
readers in a read aloud.
A kindergarten classroom is participating in a read aloud of the story How
Much Does a Ladybug Weigh? by Alison Limentani. The book counts down
from ten and compares the weights of various animals to each other. "10 ants
Texas TExES Science of Teaching Reading (STR)
Exam (Test 293)
Download now
Johns Hopkins University
School of Nursing
HIGH YIELDS QUESTIONS
NEWEST MODEL 2026 EXAM LATEST
VERSION SOLVED QUESTIONS &
ANSWERS VERIFIED 100 %
Exam
, Page 2 of 71
Texas TExES Science of Teaching Reading (STR) Exam (Test 293)
Ms. Holden uses circle time every afternoon to read a new story aloud to the
class. She uses big books so that every student can easily see the text. While
she reads, she scans her finger along the text. They discuss who the author
and illustrator are, how to hold a book, turn the pages, and identify the front
and back cover. Ms. Holden frequently asks students to help her read by
pointing to parts of the book for her.
During circle time today, Ms. Holden reads Louis Ehlert's Eating the Alphabet,
Fruits and Vegetables from A to Z. On each page, Ms. Holden pauses at the
letter and asks for a student volunteer to name the letter on the page. Before
naming the fruits or vegetables that start with the letter, Ms. Holden could
reinforce the class's alphabetic knowledge by asking them to:
say the letter sound.
shout out a word that starts with that letter.
say the letters that come before or after in the alphabet.
draw the letter in the air with their fingers.
draw the letter in the air with their fingers.
Alphabetic knowledge consists of the ability to name, form, and recognize letters.
Asking students to trace the letter in midair with their finger would reinforce their
alphabetic knowledge.
While conducting a running record or miscue analysis, a teacher listens to a
student read aloud and assesses the reading on the student's prosody, self-
corrections, repetitions, and omissions. Which component listed is subjective
, Page 3 of 71
and less easily marked using written symbols?
repetition
omission
prosody
self-correction
prosody
Because prosody is an evaluation of how well a student uses expression in a
reading, it is a subjective component of reading fluency assessment. Prosody is a
component of reading fluency but is not always assessed during a running record or
miscue analysis.
A teacher hands out a stack of picture cards with familiar images (a ball, the
sun, a chair) to each student. The class is asked to lay the cards on their desks
face up. Next, the teacher says she will say a word slowly ("sss..uuu..nnn").
The students are to pick up the picture that matches the word she said and
hold it in their hands. After everyone has grabbed a picture, the class holds
the photos up for the teacher to scan. Then the class says the word together,
and the process repeats.
This activity helps students decode words by practicing how to:
blend phonemes into words.
match phonemes to graphemes.
rhyme words.
segment words into phonemes.
blend phonemes into words.
, Page 4 of 71
In order to choose the correct picture, the students have to be able to blend the
phonemes spoken by the teacher into the correct word. This activity helps practice
blending.
A kindergarten classroom is participating in a read aloud of the story How
Much Does a Ladybug Weigh? by Alison Limentani. The book counts down
from ten and compares the weights of various animals to each other. "10 ants
weigh as much as one ladybug. 9 ladybugs weigh the same as 1 grasshopper."
On each page, the teacher pauses to ask students what sounds are made by
the animals in the illustration. She calls on students to identify the letter the
animals' names begin with. They briefly discuss whether they've seen the
animal in real life or not.
What is the primary purpose of allowing students to make animal sounds
during the reading?
As a benefit to ELL students who may not recognize the English names for the
animals.
To keep some students' attention during reading time by allowing them to be
loud in appropriate ways.
Creating the sound effects associated with a reading is one way to engage
students in a deeper understanding of a text.
Students can practice pronouncing consonant blends and digraphs (chirp,
quack, bleat) while making many animal noises.
Creating the sound effects associated with a reading is one way to engage students
in a deeper understanding of a text.
Allowing students to make sound effects while reading is one strategy for engaging
readers in a read aloud.
A kindergarten classroom is participating in a read aloud of the story How
Much Does a Ladybug Weigh? by Alison Limentani. The book counts down
from ten and compares the weights of various animals to each other. "10 ants
