TExES Science of Teaching Reading |!| |!| |!| |!| |!|
(STR) – Quiz with accurate detailed |!| |!| |!| |!| |!| |!|
solutions
A 2nd grade teacher expects students to consistently read at home and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
also asks that they spend time reading aloud to an adult or older sibling.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Which of the following is a skill the teacher hopes the students will further
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
develop due directly to reading out loud? |!| |!| |!| |!| |!| |!|
A) Ready fluency
|!| |!|
B) Confidence to read aloud in class
|!| |!| |!| |!| |!| |!|
C) Increase vocabulary
|!| |!|
D) Reading comprehension - correct answer✔✔A) Ready fluency
|!| |!| |!| |!| |!| |!| |!|
A 2nd grade teacher responds to a parent who has reached out for reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
guidance for their child. She has noticed that the child frequently rereads
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
books that he has read before and she asks the teacher for help finding
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
new books that he would find interesting. The teacher agrees to help the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
child find new books, but suggests the parent allow him to spend some of
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
his time rereading old favorites. This suggestion best demonstrates the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
teacher's awareness of which concept related to reading development?
|!| |!| |!| |!| |!| |!| |!| |!|
A) Students will only improve fluency if they are intrinsically motivated.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
B) Rereading familiar texts supports fluency development.
|!| |!| |!| |!| |!| |!|
C) The importance of not interfering with student choice during
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
independent reading time. |!| |!|
D) More time spent reading improves reading fluency. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔B) Rereading familiar texts supports fluency development. |!| |!| |!| |!| |!| |!|
,A 2nd grade teacher is reassessing her classroom routines and practices to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
ensure that she is dedicating enough time to activities that will help build
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading fluency in her students. Which of the following activities is not
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
supporting her goal of improving student reading fluency? |!| |!| |!| |!| |!| |!| |!|
A) Helping students choose books that are on their independent reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
level.
B) Scheduling independent silent reading and periodically increasing the
|!| |!| |!| |!| |!| |!| |!| |!| |!|
length of time. |!| |!|
C) Asking students to summarize the stories they read in class either
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
verbally or in writing. |!| |!| |!|
D) Read-aloud books that the student has previously read. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔C) Asking students to summarize the stories they read in class |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
either verbally or in writing. |!| |!| |!| |!|
A 3rd grade teacher assesses her students' fluency by listening to them
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read aloud. While they read aloud, she counts the number of errors they
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
make, uses a timer to determine how long it takes for them to read a set
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
number of words, and evaluates the flow and expression in their reading.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
The third consideration, evaluating the flow of the reading, is more
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
subjective than the other two factors. What is the term used to describe a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student's flow and expression while reading aloud? |!| |!| |!| |!| |!| |!|
A) Prosody |!|
B) Oral fluency
|!| |!|
C) Accuracy |!|
D) Automaticity - correct answer✔✔A) Prosody
|!| |!| |!| |!| |!|
A 3rd grade teacher is planning an activity where students are given 60
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
seconds to read a text, marking how far they were able to read in that
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
time. The teacher then asks them to repeat their reading, attempting to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
make it further in the text. Which of the following readers would most
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
benefit from this fluency activity? |!| |!| |!| |!|
,A) A fluent reader working on speed
|!| |!| |!| |!| |!| |!|
B) A non-automatic reader working on word identification
|!| |!| |!| |!| |!| |!| |!|
C) A fluent reader working on prosody
|!| |!| |!| |!| |!| |!|
D) A non-automatic reader working on sight word skills - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔A) A fluent reader working on speed |!| |!| |!| |!| |!| |!|
Students who read below grade level and are working to improve their
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
fluency should: |!|
SELECT ALL THAT APPLY |!| |!| |!|
A) read books above their current reading level.
|!| |!| |!| |!| |!| |!| |!|
B) read books at their current independent reading level.
|!| |!| |!| |!| |!| |!| |!| |!|
C) practice reading aloud.
|!| |!| |!|
D) reread books that they have already enjoyed. - correct answer✔✔B)
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read books at their current independent reading level.
|!| |!| |!| |!| |!| |!| |!|
C) practice reading aloud.
|!| |!| |!|
D) reread books that they have already enjoyed.
|!| |!| |!| |!| |!| |!| |!|
A 2nd grade teacher is starting a new science unit on living organisms and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
their environments. She seats students in pairs and assigns them an
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
article and multiple-choice questions on the topic. That afternoon, she
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
checks their work and notices most students missed a majority of the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
comprehension questions. Which of the following statements best |!| |!| |!| |!| |!| |!| |!| |!|
describes why students were unsuccessful on the assignment? |!| |!| |!| |!| |!| |!| |!|
A) The students had not achieved mastery in the following areas: reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
rate, prosody, or word accuracy.
|!| |!| |!| |!|
B) The students were not able to decode words featuring a CVC pattern
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and require additional phonics instruction in this area.
|!| |!| |!| |!| |!| |!| |!|
, C) The students are largely uninterested in the topic and would rather
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reader an article about something else.
|!| |!| |!| |!| |!|
D) The students were likely unfamiliar with the tier-three vocabulary words
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and concepts discussed in the article. - correct answer✔✔D) The students
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
were likely unfamiliar with the tier-three vocabulary words and concepts
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
discussed in the article. |!| |!| |!|
Which of the following would NOT be considered when determining
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
whether a student is a fluent reader? |!| |!| |!| |!| |!| |!|
A) The student's ability to read the words accurately when reading aloud
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
B) The student's ability to infer unfamiliar word meanings
|!| |!| |!| |!| |!| |!| |!| |!|
C) How quickly the students reads
|!| |!| |!| |!| |!|
D) The student's ability to read with expression - correct answer✔✔B) The
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student's ability to infer unfamiliar word meanings
|!| |!| |!| |!| |!| |!|
Which of the following is an important component of choral reading?
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
SELECT ALL THAT APPLY |!| |!| |!|
A) Participating in a whole-class discussion after reading
|!| |!| |!| |!| |!| |!| |!|
B) Reading aloud
|!| |!|
C) Hearing the teacher model oral reading
|!| |!| |!| |!| |!| |!|
D) Making confusing words while listening to the text - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔B) Reading aloud |!| |!|
C) Hearing the teacher model oral reading
|!| |!| |!| |!| |!| |!|
Which of the following statements describes the purpose of having a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student repeatedly read aloud? |!| |!| |!|
(STR) – Quiz with accurate detailed |!| |!| |!| |!| |!| |!|
solutions
A 2nd grade teacher expects students to consistently read at home and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
also asks that they spend time reading aloud to an adult or older sibling.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Which of the following is a skill the teacher hopes the students will further
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
develop due directly to reading out loud? |!| |!| |!| |!| |!| |!|
A) Ready fluency
|!| |!|
B) Confidence to read aloud in class
|!| |!| |!| |!| |!| |!|
C) Increase vocabulary
|!| |!|
D) Reading comprehension - correct answer✔✔A) Ready fluency
|!| |!| |!| |!| |!| |!| |!|
A 2nd grade teacher responds to a parent who has reached out for reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
guidance for their child. She has noticed that the child frequently rereads
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
books that he has read before and she asks the teacher for help finding
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
new books that he would find interesting. The teacher agrees to help the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
child find new books, but suggests the parent allow him to spend some of
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
his time rereading old favorites. This suggestion best demonstrates the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
teacher's awareness of which concept related to reading development?
|!| |!| |!| |!| |!| |!| |!| |!|
A) Students will only improve fluency if they are intrinsically motivated.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
B) Rereading familiar texts supports fluency development.
|!| |!| |!| |!| |!| |!|
C) The importance of not interfering with student choice during
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
independent reading time. |!| |!|
D) More time spent reading improves reading fluency. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔B) Rereading familiar texts supports fluency development. |!| |!| |!| |!| |!| |!|
,A 2nd grade teacher is reassessing her classroom routines and practices to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
ensure that she is dedicating enough time to activities that will help build
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading fluency in her students. Which of the following activities is not
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
supporting her goal of improving student reading fluency? |!| |!| |!| |!| |!| |!| |!|
A) Helping students choose books that are on their independent reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
level.
B) Scheduling independent silent reading and periodically increasing the
|!| |!| |!| |!| |!| |!| |!| |!| |!|
length of time. |!| |!|
C) Asking students to summarize the stories they read in class either
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
verbally or in writing. |!| |!| |!|
D) Read-aloud books that the student has previously read. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔C) Asking students to summarize the stories they read in class |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
either verbally or in writing. |!| |!| |!| |!|
A 3rd grade teacher assesses her students' fluency by listening to them
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read aloud. While they read aloud, she counts the number of errors they
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
make, uses a timer to determine how long it takes for them to read a set
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
number of words, and evaluates the flow and expression in their reading.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
The third consideration, evaluating the flow of the reading, is more
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
subjective than the other two factors. What is the term used to describe a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student's flow and expression while reading aloud? |!| |!| |!| |!| |!| |!|
A) Prosody |!|
B) Oral fluency
|!| |!|
C) Accuracy |!|
D) Automaticity - correct answer✔✔A) Prosody
|!| |!| |!| |!| |!|
A 3rd grade teacher is planning an activity where students are given 60
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
seconds to read a text, marking how far they were able to read in that
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
time. The teacher then asks them to repeat their reading, attempting to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
make it further in the text. Which of the following readers would most
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
benefit from this fluency activity? |!| |!| |!| |!|
,A) A fluent reader working on speed
|!| |!| |!| |!| |!| |!|
B) A non-automatic reader working on word identification
|!| |!| |!| |!| |!| |!| |!|
C) A fluent reader working on prosody
|!| |!| |!| |!| |!| |!|
D) A non-automatic reader working on sight word skills - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔A) A fluent reader working on speed |!| |!| |!| |!| |!| |!|
Students who read below grade level and are working to improve their
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
fluency should: |!|
SELECT ALL THAT APPLY |!| |!| |!|
A) read books above their current reading level.
|!| |!| |!| |!| |!| |!| |!|
B) read books at their current independent reading level.
|!| |!| |!| |!| |!| |!| |!| |!|
C) practice reading aloud.
|!| |!| |!|
D) reread books that they have already enjoyed. - correct answer✔✔B)
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read books at their current independent reading level.
|!| |!| |!| |!| |!| |!| |!|
C) practice reading aloud.
|!| |!| |!|
D) reread books that they have already enjoyed.
|!| |!| |!| |!| |!| |!| |!|
A 2nd grade teacher is starting a new science unit on living organisms and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
their environments. She seats students in pairs and assigns them an
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
article and multiple-choice questions on the topic. That afternoon, she
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
checks their work and notices most students missed a majority of the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
comprehension questions. Which of the following statements best |!| |!| |!| |!| |!| |!| |!| |!|
describes why students were unsuccessful on the assignment? |!| |!| |!| |!| |!| |!| |!|
A) The students had not achieved mastery in the following areas: reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
rate, prosody, or word accuracy.
|!| |!| |!| |!|
B) The students were not able to decode words featuring a CVC pattern
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and require additional phonics instruction in this area.
|!| |!| |!| |!| |!| |!| |!|
, C) The students are largely uninterested in the topic and would rather
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reader an article about something else.
|!| |!| |!| |!| |!|
D) The students were likely unfamiliar with the tier-three vocabulary words
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and concepts discussed in the article. - correct answer✔✔D) The students
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
were likely unfamiliar with the tier-three vocabulary words and concepts
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
discussed in the article. |!| |!| |!|
Which of the following would NOT be considered when determining
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
whether a student is a fluent reader? |!| |!| |!| |!| |!| |!|
A) The student's ability to read the words accurately when reading aloud
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
B) The student's ability to infer unfamiliar word meanings
|!| |!| |!| |!| |!| |!| |!| |!|
C) How quickly the students reads
|!| |!| |!| |!| |!|
D) The student's ability to read with expression - correct answer✔✔B) The
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student's ability to infer unfamiliar word meanings
|!| |!| |!| |!| |!| |!|
Which of the following is an important component of choral reading?
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
SELECT ALL THAT APPLY |!| |!| |!|
A) Participating in a whole-class discussion after reading
|!| |!| |!| |!| |!| |!| |!|
B) Reading aloud
|!| |!|
C) Hearing the teacher model oral reading
|!| |!| |!| |!| |!| |!|
D) Making confusing words while listening to the text - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔B) Reading aloud |!| |!|
C) Hearing the teacher model oral reading
|!| |!| |!| |!| |!| |!|
Which of the following statements describes the purpose of having a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student repeatedly read aloud? |!| |!| |!|
