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READING FOR VIRGINIA EDUCATORS
EXAM 2026 WITH QUESTIONS AND
CORRECT ANSWERS
Which of the following is the primary purpose of a norm-referenced test?
A. Interpreting a student's performance using set criteria
B. Measuring how well a student has learned content-specific knowledge
and skills
C. Indicating where a student performs in comparison to a group of similar
students
D. Evaluating a student's performance compared to a standard - correct
answer-Correct answer: C
Option (C) is correct. Norm-referenced tests allow a student's skills to be
compared with the skills of other students in a similar age group. These
tests are developed by administering a set of test items to a group of
students; the performance of those in the norming group is used as a basis
for comparison.
Which of the following is the best reason for using flexible grouping in the
reading classroom?
A. Flexible grouping allows teachers to tailor instruction to address
students' changing needs.
B. Flexible grouping ensures opportunities for students to have discussions
around a common text with their peers.
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C. Flexible grouping allows students to get comfortable working with the
same group of peers throughout the school year.
D. Flexible grouping provides time for students to progress through a set of
materials. - correct answer-Correct answer: A
Option (A) is correct. When teachers use flexible grouping they are
considering the always-changing strengths and weaknesses of students
and they can group the students temporarily to best meet instructional
needs. The other options do not address the main purpose of using flexible
grouping.
A third-grade teacher gives the following checklist to students.
Is my opening strong?
Do I support my ideas with details?
Are there any places where I can expand my ideas with examples?
Do I group all similar details together?
Is my writing organized into paragraphs?
Question: At which stage in the writing process would the checklist be most
helpful to students?
A. Editing
B. Revising
C. Prewriting
D. Drafting - correct answer-Correct answer: B
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Option (B) is correct. During the revision stage in the writing process,
students improve the content of their writing. The checklist focuses
students by asking them to clarify and refine their ideas by adding, deleting,
substituting, and rearranging material.
A second-grade teacher uses an assessment tool for coding, scoring, and
analyzing a student's oral reading behavior. Which of the following best
describes the technique?
A. Shared reading
B. Reader's conference
C. Process interview
D. Running record - correct answer-Correct answer: D
Option (D) is correct. The scenario describes running records. Shared
reading, a reader's conference, and a process interview do not yield
information about the types of miscues a student makes or the reading
strategies a student employs while reading.
After administering a phonemic awareness test, which of the following is
the most appropriate next step a teacher would take with students who
scored low on the assessment?
A. Teaching blending and segmenting sounds
B. Developing phonics and decoding strategies
C. Building word recognition skills
D. Developing fluency and stamina - correct answer-Correct answer: A
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Option (A) is correct because teaching blending and segmenting sounds
would be the correct next step to help a student who has scored low in
phonemic awareness.
A teacher reads a series of graded passages to a student to assess the
skill of creating meaning from written language when decoding is not a
factor. Which of the following identifies the highest level at which the
student can comprehend 75 percent of the material?
A. Expressive language level
B. Listening capacity
C. Linguistic processing capacity
D. Instructional level - correct answer-Correct answer: B
Option (B) is correct because when a teacher reads a series of graded
texts to a student, the teacher is assessing the student's ability to
comprehend written language when the student doesn't have to attend to
decoding issues which are present when the text is read by the student.
Ms. Osborn teaches a variety of reading strategies to help her students
become strategic readers. The strategies include predicting, previewing,
monitoring comprehension while reading, generating questions, and
summarizing. Which of the following most likely explains Ms. Osborn's
purpose in teaching the strategies?
A. Research has shown that reading comprehension improves when
teachers provide explicit instruction.
READING FOR VIRGINIA EDUCATORS
EXAM 2026 WITH QUESTIONS AND
CORRECT ANSWERS
Which of the following is the primary purpose of a norm-referenced test?
A. Interpreting a student's performance using set criteria
B. Measuring how well a student has learned content-specific knowledge
and skills
C. Indicating where a student performs in comparison to a group of similar
students
D. Evaluating a student's performance compared to a standard - correct
answer-Correct answer: C
Option (C) is correct. Norm-referenced tests allow a student's skills to be
compared with the skills of other students in a similar age group. These
tests are developed by administering a set of test items to a group of
students; the performance of those in the norming group is used as a basis
for comparison.
Which of the following is the best reason for using flexible grouping in the
reading classroom?
A. Flexible grouping allows teachers to tailor instruction to address
students' changing needs.
B. Flexible grouping ensures opportunities for students to have discussions
around a common text with their peers.
,2 |Page
C. Flexible grouping allows students to get comfortable working with the
same group of peers throughout the school year.
D. Flexible grouping provides time for students to progress through a set of
materials. - correct answer-Correct answer: A
Option (A) is correct. When teachers use flexible grouping they are
considering the always-changing strengths and weaknesses of students
and they can group the students temporarily to best meet instructional
needs. The other options do not address the main purpose of using flexible
grouping.
A third-grade teacher gives the following checklist to students.
Is my opening strong?
Do I support my ideas with details?
Are there any places where I can expand my ideas with examples?
Do I group all similar details together?
Is my writing organized into paragraphs?
Question: At which stage in the writing process would the checklist be most
helpful to students?
A. Editing
B. Revising
C. Prewriting
D. Drafting - correct answer-Correct answer: B
,3 |Page
Option (B) is correct. During the revision stage in the writing process,
students improve the content of their writing. The checklist focuses
students by asking them to clarify and refine their ideas by adding, deleting,
substituting, and rearranging material.
A second-grade teacher uses an assessment tool for coding, scoring, and
analyzing a student's oral reading behavior. Which of the following best
describes the technique?
A. Shared reading
B. Reader's conference
C. Process interview
D. Running record - correct answer-Correct answer: D
Option (D) is correct. The scenario describes running records. Shared
reading, a reader's conference, and a process interview do not yield
information about the types of miscues a student makes or the reading
strategies a student employs while reading.
After administering a phonemic awareness test, which of the following is
the most appropriate next step a teacher would take with students who
scored low on the assessment?
A. Teaching blending and segmenting sounds
B. Developing phonics and decoding strategies
C. Building word recognition skills
D. Developing fluency and stamina - correct answer-Correct answer: A
, 4 |Page
Option (A) is correct because teaching blending and segmenting sounds
would be the correct next step to help a student who has scored low in
phonemic awareness.
A teacher reads a series of graded passages to a student to assess the
skill of creating meaning from written language when decoding is not a
factor. Which of the following identifies the highest level at which the
student can comprehend 75 percent of the material?
A. Expressive language level
B. Listening capacity
C. Linguistic processing capacity
D. Instructional level - correct answer-Correct answer: B
Option (B) is correct because when a teacher reads a series of graded
texts to a student, the teacher is assessing the student's ability to
comprehend written language when the student doesn't have to attend to
decoding issues which are present when the text is read by the student.
Ms. Osborn teaches a variety of reading strategies to help her students
become strategic readers. The strategies include predicting, previewing,
monitoring comprehension while reading, generating questions, and
summarizing. Which of the following most likely explains Ms. Osborn's
purpose in teaching the strategies?
A. Research has shown that reading comprehension improves when
teachers provide explicit instruction.
