AZ046 Arizona Reading
Endorsement K–8
,QUESTIONS
Question 1
The first review concerns “Principles of systematic, explicit instruction across
all tiers of instruction”; the second concerns “Language Acquisition and
Development”. Which ordered pair of tasks fits the two reviews?
A. First: Theories of first and second language acquisition; second: Multi-Tiered System of
Supports / MTSS, RTI
B. First: Theories of first and second language acquisition; second: Theories of first and second
language acquisition
C. First: Multi-Tiered System of Supports / MTSS, RTI; second: Multi-Tiered System of Supports /
MTSS, RTI
D. First: Multi-Tiered System of Supports / MTSS, RTI; second: Theories of first and second
language acquisition
Correct Answer: D
Full Explanation: Principles of systematic, explicit instruction across all tiers of instruction:
Multi-Tiered System of Supports / MTSS, RTI. Language Acquisition and Development: Theories of
first and second language acquisition. A: The two roles are reversed: the first assignment belongs
with the second focus, and vice versa. B: Repeating the second assignment does not address the
first requirement. C: Repeating the first assignment leaves the second requirement without its own
matching focus.
Question 2
“Administering and Scoring Assessments” has been confused with the task
“Developing accuracy, automaticity, and prosody across genres”. Which
description should replace that task?
A. Identifying specific strengths, weaknesses, and structural root causes of reading difficulties
(including decoding deficits vs. comprehension deficits)
B. Instructional methods for improving fluency (e.g., repeated reading, guided oral reading,
assisted reading)
C. Theories of first and second language acquisition
D. Developing accuracy, automaticity, and prosody across genres
Correct Answer: A
Full Explanation: Administering and Scoring Assessments: Identifying specific strengths,
weaknesses, and structural root causes of reading difficulties (including decoding deficits vs.
comprehension deficits). Reading Fluency: Developing accuracy, automaticity, and prosody across
genres. B: This describes “Reading Fluency”, rather than the requested focus. C: This describes
“Language Acquisition and Development”, rather than the requested focus. D: This describes
“Reading Fluency”, rather than the requested focus.
2
,QUESTIONS
Question 3
The label “Foundations of Literacy Instruction and Intervention” is attached to
“Role of the reading specialist/leader in supporting professional development
and mentoring educators”. Which replacement description better fits the label?
A. Observational techniques and running records for tracking oral reading accuracy and fluency
B. Instruction in content-specific text structures, primary sources, graphics, tables, and
domain-specific vocabulary
C. Designing and adapting inclusive learning environments for diverse populations, including
English Language Learners (ELLs) and students with characteristics of dyslexia
D. Role of the reading specialist/leader in supporting professional development and mentoring
educators
Correct Answer: C
Full Explanation: Foundations of Literacy Instruction and Intervention: Designing and adapting
inclusive learning environments for diverse populations, including English Language Learners
(ELLs) and students with characteristics of dyslexia. Leadership and Coaching in Reading: Role of
the reading specialist/leader in supporting professional development and mentoring educators. A:
This describes “Administering and Scoring Assessments”, rather than the requested focus. B: This
describes “Disciplinary Literacy”, rather than the requested focus. D: This describes “Leadership
and Coaching in Reading”, rather than the requested focus.
Question 4
A task handover separates “Teaching phonological and phonemic awareness
skills (e.g., blending, segmenting, manipulating phonemes)” from “Role of
empirical research in shaping evidence-based instructional practices”. Which
first/second assignment is appropriate?
A. First: Research-Based Reading Models and Frameworks; second: Oral Language and
Phonological/Phonemic Awareness
B. First: Oral Language and Phonological/Phonemic Awareness; second: Oral Language and
Phonological/Phonemic Awareness
C. First: Oral Language and Phonological/Phonemic Awareness; second: Research-Based
Reading Models and Frameworks
D. First: Research-Based Reading Models and Frameworks; second: Research-Based Reading
Models and Frameworks
Correct Answer: C
Full Explanation: Oral Language and Phonological/Phonemic Awareness: Teaching phonological
and phonemic awareness skills (e.g., blending, segmenting, manipulating phonemes).
Research-Based Reading Models and Frameworks: Role of empirical research in shaping
evidence-based instructional practices. A: The two roles are reversed: the first assignment belongs
with the second focus, and vice versa. B: Repeating the first assignment leaves the second
requirement without its own matching focus. D: Repeating the second assignment does not
address the first requirement.
3
, QUESTIONS
Question 5
Compare “Instruction in structural analysis” with “Instructional methods for
improving fluency”. Which paired descriptions match them in that order?
A. First: roots, prefixes, suffixes; second: repeated reading, guided oral reading, assisted
reading
B. First: repeated reading, guided oral reading, assisted reading; second: repeated reading,
guided oral reading, assisted reading
C. First: roots, prefixes, suffixes; second: roots, prefixes, suffixes
D. First: repeated reading, guided oral reading, assisted reading; second: roots, prefixes,
suffixes
Correct Answer: A
Full Explanation: Instruction in structural analysis: roots, prefixes, suffixes. Instructional methods
for improving fluency: repeated reading, guided oral reading, assisted reading. B: Repeating the
second assignment does not address the first requirement. C: Repeating the first assignment
leaves the second requirement without its own matching focus. D: The two roles are reversed: the
first assignment belongs with the second focus, and vice versa.
Question 6
Which focus connects both “Identifying specific strengths, weaknesses, and
structural root causes of reading difficulties (including decoding deficits vs.
comprehension deficits)” and “Procedures for administering standardized,
criterion-referenced, norm-referenced, and informal diagnostic tools (e.g.,
phonics inventories, qualitative reading inventories, spelling inventories)”?
A. Administering and Scoring Assessments
B. Reading Fluency
C. Foundational Factors in Reading Development
D. Writing and Spelling Development
Correct Answer: A
Full Explanation: Administering and Scoring Assessments: Identifying specific strengths,
weaknesses, and structural root causes of reading difficulties (including decoding deficits vs.
comprehension deficits). Administering and Scoring Assessments: Procedures for administering
standardized, criterion-referenced, norm-referenced, and informal diagnostic tools (e.g., phonics
inventories, qualitative reading inventories, spelling inventories). B: That focus concerns
“Instructional methods for improving fluency (e.g., repeated reading, guided oral reading, assisted
reading)”, not the activity being assigned. C: That focus concerns “The Matthew Effect in reading
(cumulative advantages and gaps in reading achievement)”, not the activity being assigned. D:
That focus concerns “Integration of spelling (orthographic development), grammar, mechanics,
and handwriting/keyboarding with reading instruction”, not the activity being assigned.
4
Endorsement K–8
,QUESTIONS
Question 1
The first review concerns “Principles of systematic, explicit instruction across
all tiers of instruction”; the second concerns “Language Acquisition and
Development”. Which ordered pair of tasks fits the two reviews?
A. First: Theories of first and second language acquisition; second: Multi-Tiered System of
Supports / MTSS, RTI
B. First: Theories of first and second language acquisition; second: Theories of first and second
language acquisition
C. First: Multi-Tiered System of Supports / MTSS, RTI; second: Multi-Tiered System of Supports /
MTSS, RTI
D. First: Multi-Tiered System of Supports / MTSS, RTI; second: Theories of first and second
language acquisition
Correct Answer: D
Full Explanation: Principles of systematic, explicit instruction across all tiers of instruction:
Multi-Tiered System of Supports / MTSS, RTI. Language Acquisition and Development: Theories of
first and second language acquisition. A: The two roles are reversed: the first assignment belongs
with the second focus, and vice versa. B: Repeating the second assignment does not address the
first requirement. C: Repeating the first assignment leaves the second requirement without its own
matching focus.
Question 2
“Administering and Scoring Assessments” has been confused with the task
“Developing accuracy, automaticity, and prosody across genres”. Which
description should replace that task?
A. Identifying specific strengths, weaknesses, and structural root causes of reading difficulties
(including decoding deficits vs. comprehension deficits)
B. Instructional methods for improving fluency (e.g., repeated reading, guided oral reading,
assisted reading)
C. Theories of first and second language acquisition
D. Developing accuracy, automaticity, and prosody across genres
Correct Answer: A
Full Explanation: Administering and Scoring Assessments: Identifying specific strengths,
weaknesses, and structural root causes of reading difficulties (including decoding deficits vs.
comprehension deficits). Reading Fluency: Developing accuracy, automaticity, and prosody across
genres. B: This describes “Reading Fluency”, rather than the requested focus. C: This describes
“Language Acquisition and Development”, rather than the requested focus. D: This describes
“Reading Fluency”, rather than the requested focus.
2
,QUESTIONS
Question 3
The label “Foundations of Literacy Instruction and Intervention” is attached to
“Role of the reading specialist/leader in supporting professional development
and mentoring educators”. Which replacement description better fits the label?
A. Observational techniques and running records for tracking oral reading accuracy and fluency
B. Instruction in content-specific text structures, primary sources, graphics, tables, and
domain-specific vocabulary
C. Designing and adapting inclusive learning environments for diverse populations, including
English Language Learners (ELLs) and students with characteristics of dyslexia
D. Role of the reading specialist/leader in supporting professional development and mentoring
educators
Correct Answer: C
Full Explanation: Foundations of Literacy Instruction and Intervention: Designing and adapting
inclusive learning environments for diverse populations, including English Language Learners
(ELLs) and students with characteristics of dyslexia. Leadership and Coaching in Reading: Role of
the reading specialist/leader in supporting professional development and mentoring educators. A:
This describes “Administering and Scoring Assessments”, rather than the requested focus. B: This
describes “Disciplinary Literacy”, rather than the requested focus. D: This describes “Leadership
and Coaching in Reading”, rather than the requested focus.
Question 4
A task handover separates “Teaching phonological and phonemic awareness
skills (e.g., blending, segmenting, manipulating phonemes)” from “Role of
empirical research in shaping evidence-based instructional practices”. Which
first/second assignment is appropriate?
A. First: Research-Based Reading Models and Frameworks; second: Oral Language and
Phonological/Phonemic Awareness
B. First: Oral Language and Phonological/Phonemic Awareness; second: Oral Language and
Phonological/Phonemic Awareness
C. First: Oral Language and Phonological/Phonemic Awareness; second: Research-Based
Reading Models and Frameworks
D. First: Research-Based Reading Models and Frameworks; second: Research-Based Reading
Models and Frameworks
Correct Answer: C
Full Explanation: Oral Language and Phonological/Phonemic Awareness: Teaching phonological
and phonemic awareness skills (e.g., blending, segmenting, manipulating phonemes).
Research-Based Reading Models and Frameworks: Role of empirical research in shaping
evidence-based instructional practices. A: The two roles are reversed: the first assignment belongs
with the second focus, and vice versa. B: Repeating the first assignment leaves the second
requirement without its own matching focus. D: Repeating the second assignment does not
address the first requirement.
3
, QUESTIONS
Question 5
Compare “Instruction in structural analysis” with “Instructional methods for
improving fluency”. Which paired descriptions match them in that order?
A. First: roots, prefixes, suffixes; second: repeated reading, guided oral reading, assisted
reading
B. First: repeated reading, guided oral reading, assisted reading; second: repeated reading,
guided oral reading, assisted reading
C. First: roots, prefixes, suffixes; second: roots, prefixes, suffixes
D. First: repeated reading, guided oral reading, assisted reading; second: roots, prefixes,
suffixes
Correct Answer: A
Full Explanation: Instruction in structural analysis: roots, prefixes, suffixes. Instructional methods
for improving fluency: repeated reading, guided oral reading, assisted reading. B: Repeating the
second assignment does not address the first requirement. C: Repeating the first assignment
leaves the second requirement without its own matching focus. D: The two roles are reversed: the
first assignment belongs with the second focus, and vice versa.
Question 6
Which focus connects both “Identifying specific strengths, weaknesses, and
structural root causes of reading difficulties (including decoding deficits vs.
comprehension deficits)” and “Procedures for administering standardized,
criterion-referenced, norm-referenced, and informal diagnostic tools (e.g.,
phonics inventories, qualitative reading inventories, spelling inventories)”?
A. Administering and Scoring Assessments
B. Reading Fluency
C. Foundational Factors in Reading Development
D. Writing and Spelling Development
Correct Answer: A
Full Explanation: Administering and Scoring Assessments: Identifying specific strengths,
weaknesses, and structural root causes of reading difficulties (including decoding deficits vs.
comprehension deficits). Administering and Scoring Assessments: Procedures for administering
standardized, criterion-referenced, norm-referenced, and informal diagnostic tools (e.g., phonics
inventories, qualitative reading inventories, spelling inventories). B: That focus concerns
“Instructional methods for improving fluency (e.g., repeated reading, guided oral reading, assisted
reading)”, not the activity being assigned. C: That focus concerns “The Matthew Effect in reading
(cumulative advantages and gaps in reading achievement)”, not the activity being assigned. D:
That focus concerns “Integration of spelling (orthographic development), grammar, mechanics,
and handwriting/keyboarding with reading instruction”, not the activity being assigned.
4
