TExES Science of Teaching
Reading (293) Exam Questions
With Correct Verified And Well
Analyzed Answers Graded A+ (2026
Update)!!!
A first-grade teacher uses the video/recording feature of an iPad
device to record her students’ retelling stories that they have read.
After the students retells the story, the student and teacher listen to
the retelling and discuss the content. Which of the following best
describes this practice?
A. The teacher was assessing listening comprehension
B. The teacher was teaching the story elements
C. The teacher was promoting prosody
D. The teacher was using technology to support students' motivation
to read
D. The teacher was using technology to support students' motivation
to read
Mrs. Smythe's kindergarten class is working on phonological
awareness. Which of the following skills should she emphasize FIRST
with her students?
A. Recognizing and counting syllables in a word
B. Recognizing the initial sound of a spoken word
C. Making up a story while looking at pictures
D. Learning that the English language is read from left to right
A. Recognizing and counting syllables in a word
,A second grade teacher points to the word "grain" on the board,
underlines the letters "ai" in the middle of the word, and pronounces
the word /grraaan/, emphasizing the long "a" sound. She explains to
the class that when two vowels appear between two consonants,
readers should pronounce the long vowel sound in the first vowel.
Then she repeats the steps with other similar words providing
multiple opportunities for students to practice. Which of the following
concepts is the teacher primarily addressing?
A. Phonemic awareness
B. Alphabetic principle
C. Fluency
D. Schema
B. Alphabetic principle
Based on current research, which of the following is NOT important in
the selection of materials for teaching the alphabetic principle?
A. Are more frequent used letter-sound correspondences taught
before less frequently used letters?
B. Does the order of letter sound introduction lead to the blending
and decoding of words quickly?
C. Are auditorily and visually similar letter sounds introduced
separately?
D. Does the program limit the number of letter-sound
correspondences taught to one per week?
D. Does the program limit the number of letter-sound
correspondences taught to one per week?
Being able to connect speech sounds with the printed letters they
represent us a description of -
A. Phonemic awareness
B. Structural analysis
C. Phonics
D. Comprehension
C. Phonics
,Which of the following instructional activities does NOT encourage
development of print awareness in school children?
A. Teaching a lesson about the parts of a book (cover, title page,
author, illustrator)
B. Using a "big book" to read a story aloud
C. Demonstrating the motions to the song "Twinkle, Twinkle, Little
Star"
D. Helping a student write his name
C. Demonstrating the motions to the song "Twinkle, Twinkle, Little
Star"
A preschool teacher wants to assess a child's concept 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?
A. What do you think this book is about?
B. Can you tell me what sound any of these letters make?
C. What can you tell me about how books work?
D. Can you show me where to start reading?
D. Can you show me where to start reading?
A teacher is creating a list of high-frequency, irregular sight words.
Which of the following sets of words would be appropriate to include
in the list?
A. Jump, sale, moon
B. Thank, mine, seen
C. Have, mother, been
D. Back, store, down
C. Have, mother, been
In general, the BEST strategy for helping beginning readers identify
function words such as "to", "the", and "of" would be to -
A. Encourage students to apply phonic analysis to such words
B. Provide instruction in the use of context clues
, C. Develop students' structural analysis skills
D. Teach such words as sight vocabulary
D. Teach such words as sight vocabulary
A third-grade teacher wants to broaden students' understanding of
their own culture and the cultures of others through the reading of
literary texts. Which of the following strategies would MOST
effectively address this goal?
A. Students research a well-known author from a different culture and
write a report about the author's life and works
B. The teacher reads aloud and discusses passages selected from a
variety of literary texts written by authors who have diverse cultural
backgrounds
C. Students read folk tales and other literature from various cultures
and discuss the similarities and differences
D. The teacher includes a variety of texts by diverse authors in the
classroom library and provides frequent opportunities for students to
read independently
C. Students read folk tales and other literature from various cultures
and discuss the similarities and differences
Which of the following instructional activities for fourth graders would
BEST prepare students to understand the concept of literary theme?
A. Students work in small groups to prepare a dramatic enactment of
a meaningful scene from a story students have read
B. Students read familiar fables and fairy tales and the teacher guides
students to discuss the moral or meaning of each story
C. Students read an age-appropriate story and then work with a
partner to list meaningful events and central characters in the story
D. Students read the first half of a story, outline the sequence of
events, and then predict what the moral of the story will be
B. Students read familiar fables and fairy tales and the teacher guides
students to discuss the moral or meaning of each story
A prekindergarten teacher is preparing an introductory lesson
focusing on isolating/identifying the initial sound in spoken words for
a small group of children whose informal assessments indicate they
Reading (293) Exam Questions
With Correct Verified And Well
Analyzed Answers Graded A+ (2026
Update)!!!
A first-grade teacher uses the video/recording feature of an iPad
device to record her students’ retelling stories that they have read.
After the students retells the story, the student and teacher listen to
the retelling and discuss the content. Which of the following best
describes this practice?
A. The teacher was assessing listening comprehension
B. The teacher was teaching the story elements
C. The teacher was promoting prosody
D. The teacher was using technology to support students' motivation
to read
D. The teacher was using technology to support students' motivation
to read
Mrs. Smythe's kindergarten class is working on phonological
awareness. Which of the following skills should she emphasize FIRST
with her students?
A. Recognizing and counting syllables in a word
B. Recognizing the initial sound of a spoken word
C. Making up a story while looking at pictures
D. Learning that the English language is read from left to right
A. Recognizing and counting syllables in a word
,A second grade teacher points to the word "grain" on the board,
underlines the letters "ai" in the middle of the word, and pronounces
the word /grraaan/, emphasizing the long "a" sound. She explains to
the class that when two vowels appear between two consonants,
readers should pronounce the long vowel sound in the first vowel.
Then she repeats the steps with other similar words providing
multiple opportunities for students to practice. Which of the following
concepts is the teacher primarily addressing?
A. Phonemic awareness
B. Alphabetic principle
C. Fluency
D. Schema
B. Alphabetic principle
Based on current research, which of the following is NOT important in
the selection of materials for teaching the alphabetic principle?
A. Are more frequent used letter-sound correspondences taught
before less frequently used letters?
B. Does the order of letter sound introduction lead to the blending
and decoding of words quickly?
C. Are auditorily and visually similar letter sounds introduced
separately?
D. Does the program limit the number of letter-sound
correspondences taught to one per week?
D. Does the program limit the number of letter-sound
correspondences taught to one per week?
Being able to connect speech sounds with the printed letters they
represent us a description of -
A. Phonemic awareness
B. Structural analysis
C. Phonics
D. Comprehension
C. Phonics
,Which of the following instructional activities does NOT encourage
development of print awareness in school children?
A. Teaching a lesson about the parts of a book (cover, title page,
author, illustrator)
B. Using a "big book" to read a story aloud
C. Demonstrating the motions to the song "Twinkle, Twinkle, Little
Star"
D. Helping a student write his name
C. Demonstrating the motions to the song "Twinkle, Twinkle, Little
Star"
A preschool teacher wants to assess a child's concept 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?
A. What do you think this book is about?
B. Can you tell me what sound any of these letters make?
C. What can you tell me about how books work?
D. Can you show me where to start reading?
D. Can you show me where to start reading?
A teacher is creating a list of high-frequency, irregular sight words.
Which of the following sets of words would be appropriate to include
in the list?
A. Jump, sale, moon
B. Thank, mine, seen
C. Have, mother, been
D. Back, store, down
C. Have, mother, been
In general, the BEST strategy for helping beginning readers identify
function words such as "to", "the", and "of" would be to -
A. Encourage students to apply phonic analysis to such words
B. Provide instruction in the use of context clues
, C. Develop students' structural analysis skills
D. Teach such words as sight vocabulary
D. Teach such words as sight vocabulary
A third-grade teacher wants to broaden students' understanding of
their own culture and the cultures of others through the reading of
literary texts. Which of the following strategies would MOST
effectively address this goal?
A. Students research a well-known author from a different culture and
write a report about the author's life and works
B. The teacher reads aloud and discusses passages selected from a
variety of literary texts written by authors who have diverse cultural
backgrounds
C. Students read folk tales and other literature from various cultures
and discuss the similarities and differences
D. The teacher includes a variety of texts by diverse authors in the
classroom library and provides frequent opportunities for students to
read independently
C. Students read folk tales and other literature from various cultures
and discuss the similarities and differences
Which of the following instructional activities for fourth graders would
BEST prepare students to understand the concept of literary theme?
A. Students work in small groups to prepare a dramatic enactment of
a meaningful scene from a story students have read
B. Students read familiar fables and fairy tales and the teacher guides
students to discuss the moral or meaning of each story
C. Students read an age-appropriate story and then work with a
partner to list meaningful events and central characters in the story
D. Students read the first half of a story, outline the sequence of
events, and then predict what the moral of the story will be
B. Students read familiar fables and fairy tales and the teacher guides
students to discuss the moral or meaning of each story
A prekindergarten teacher is preparing an introductory lesson
focusing on isolating/identifying the initial sound in spoken words for
a small group of children whose informal assessments indicate they
