Teaching Reading 5203

User Manual: 5203

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Teaching Reading:
Elementary Education
5203
www.ets.org/praxis
The Praxis® Study Companion
2The Praxis® Study Companion
Welcome to the Praxis® Study Companion
Welcome to the Praxis® Study Companion
Prepare to Show What You Know
You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specic information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your
test. Some people study better on their own, while others prefer a group dynamic. You may have more energy
early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.
Your teaching career begins with preparation. Good luck!
Know What to Expect
Which tests should I take?
Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for
the teaching area you wish to pursue.
Before you register for a test, conrm your state or agency’s testing requirements at www.ets.org/praxis/states.
How are the Praxis tests given?
Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see
page 37).
3The Praxis® Study Companion
Welcome to the Praxis® Study Companion
What should I expect when taking the test on computer?
When taking the test on computer, you can expect to be asked to provide proper identication at the test
center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to
answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time
begins. Watch the What to Expect on Test Day video to see what the experience is like.
Where and when are the Praxis tests oered?
You can select the test center that is most convenient for you. The Praxis tests are administered through an
international network of test centers, which includes Prometric® Testing Centers, some universities, and other
locations throughout the world.
Testing schedules may differ, so see the Praxis web site for more detailed test registration information at www.
ets.org/praxis/register.
The Praxis® Study Companion 4
Table of Contents
Table of Contents
The Praxis® Study Companion guides you through the steps to success
1. Learn About Your Test ....................................................................................................5
Learn about the specic test you will be taking
2. Familiarize Yourself with Test Questions ......................................................................9
Become comfortable with the types of questions you’ll nd on the Praxis tests
3. Practice with Sample Test Questions ......................................................................... 13
Answer practice questions and nd explanations for correct answers
4. Determine Your Strategy for Success ......................................................................... 24
Set clear goals and deadlines so your test preparation is focused and ecient
5. Develop Your Study Plan ............................................................................................. 27
Develop a personalized study plan and schedule
6. Review Study Topics .................................................................................................... 31
Review study topics with questions for discussion
7. Review Smart Tips for Success .................................................................................... 35
Follow test-taking tips developed by experts
8. Check on Testing Accommodations ........................................................................... 37
See if you qualify for accommodations that may make it easier to take the Praxis test
9. Do Your Best on Test Day ............................................................................................. 38
Get ready for test day so you will be calm and condent
10. Understand Your Scores ............................................................................................ 40
Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have ................................................................... 42
The Praxis® Study Companion 5
Step 1: Learn About Your Test
1. Learn About Your Test
Learn about the specic test you will be taking
Teaching Reading: Elementary Education (5203)
Test at a Glance
Test Name Teaching Reading: Elementary Education
Test Code 5203
Time 2.5 hours
Number of Questions 90 selected-response (SR) questions,
3 constructed-response (CR) questions
Format The selected-response questions account for approximately 75% of the total
test score. The constructed-response questions account for approximately 25%
of the score. This test may include questions with an audio or video component.
Test Delivery Computer delivered
Approximate Approximate
Number of Percentage of
Content Categories Questions Examination
I. Assessment and Diagnostic Teaching of 22 SR and 1CR* 27%
Reading
II. Reading Development 45 SR and 1CR* 46%
A. Phonemic Awareness and Oral
Language Development
B. Phonics and Alphabetic Principle
C. Word-Analysis Skills and Vocabulary
Development
D. Development of Reading Fluency and
Reading Comprehension
E. Reading Comprehension Strategies
Across Text Types
III. Writing in Support of Reading 23 SR and 1CR* 27%
A. Interdependence of Reading and Writing
Development
B. Reading and Writing as Tools for
Inquiry and Research
* On your score report, points earned on the CR questions are reported separately
from points earned on the SR questions.
III
II
I
The Praxis® Study Companion 6
Step 1: Learn About Your Test
About This Test
The Praxis Teaching Reading: Elementary Education
test focuses on the knowledge and skills a teacher
must have to support reading development at
the elementary level. It reects the ve essential
components of effective reading instruction as
identied by the National Reading Panel: phonemic
awareness, phonics, fluency, vocabulary, and
comprehension, along with other foundational
reading skills students must develop, such as word
recognition and the application of print concepts. In
addition, the test assesses the individual’s knowledge
of how to support developing literacy as an integrated
skill, starting with oral language development and
building to include developing writing skills in parallel
with reading development.
Test questions call on the individual’s knowledge of
research-based reading practices as well as the ability
to apply knowledge and principles to instructional
situations. The test taker will be required to analyze
and respond to situations involving both classes
and individual students at the grade levels from
kindergarten through grade six, including students
with diverse needs.
In addition to selected-response questions, the test
contains three constructed-response questions
designed to elicit an individual’s understanding in the
areas of assessment and diagnostic teaching, reading
development, and writing in support of reading.
This test may contain some questions that will not
count toward your score.
Test Specications
Test specications in this chapter describe the
knowledge and skills measured by the test. Study
topics to help you prepare to answer test questions
can be found on page 31.
I. Assessment and Diagnostic Teaching of
Reading
1. Knows a range of formal and informal reading
assessments
2. Knows how different types of assessment data are
used to diagnose the reading needs and monitor
the progress of individual students
3. Knows how diagnostic reading data are used to
differentiate instruction to address the needs of
students with reading difficulties
4. Knows how diagnostic reading data are used to
differentiate instruction to accelerate the
development of students’ reading skills
5. Knows the purposes of exible grouping in
addressing students’ changing reading needs (e.g.,
academic skills, interests, learning styles)
6. Is familiar with the Response to Intervention (RTI)
process
II. Reading Development
A. Phonemic Awareness and Oral Language
Development
1. Knows a variety of instructional strategies for
developing students’ listening and speaking skills
2. Knows a variety of instructional strategies for
expanding students’ listening and speaking
vocabularies
3. Is familiar with methods for scaffolding the
learning of Standard American English by speakers
of other languages and dialects
4. Is familiar with age-appropriate milestones for
language development
5. Knows how to create a learning environment that
is respectful of, and responsive to, linguistic and
cultural diversity
6. Understands the roles of phonemic awareness in
reading development
7. Knows a variety of instructional strategies to
promote development of phonemic-awareness
skills
The Praxis® Study Companion 7
Step 1: Learn About Your Test
B. Phonics and Alphabetic Principle
1. Knows ways to promote students’ automatic
recognition of high-frequency sight words
2. Knows instructional strategies for helping students
learn concepts of print
3. Knows ways to help students recognize and name
uppercase and lowercase letters
4. Understands the connection between students’
invented spellings and their understanding of
phonetic principles
5. Understands basic phonetic and phonological
principles
6. Knows instructional strategies for developing and
reinforcing students’ skills in using phonics
C. Word-Analysis Skills and Vocabulary
Development
1. Knows the ways phonics, syntax, and semantics
interact as the reader constructs meaning
2. Knows methods for teaching students to apply
word-analysis skills independently
3. Knows how to help students read multisyllabic
words by using syllabication and structural analysis
4. Knows how to help students use context clues for
a variety of purposes (e.g., identifying unfamiliar
words, determining the meaning of a word,
verifying the pronunciation of a homograph)
5. Knows instructional strategies for building and
extending vocabulary knowledge
6. Knows ways to help students make effective use
of a dictionary, thesaurus, glossary, and other
word-reference materials
D. Development of Reading Fluency and
Reading Comprehension
1. Knows instructional strategies for increasing
development of students’ automatic word
recognition, accuracy, and prosody for reading
fluency
2. Knows the linguistic, sociological, cultural,
cognitive, and psychological bases of the reading
process
3. Is familiar with how the linguistic, sociological,
cultural, cognitive, and psychological bases of the
reading process inuence students’ reading
comprehension
4. Understands literal, inferential, and evaluative (i.e.,
critical) comprehension
5. Understands how to teach students reading
comprehension strategies
6. Knows the role of independent reading in the
development of reading comprehension and
fluency
7. Knows ways to promote independent reading in
and out of the classroom
8. Is familiar with ways to promote family and
community involvement in literacy activities
The Praxis® Study Companion 8
Step 1: Learn About Your Test
E. Reading Comprehension Strategies Across
Text Types
1. Knows how to promote students’ comprehension,
enjoyment, and appreciation of a variety of genres.
2. Knows how to select a wide variety of literature at
appropriate reading levels to encourage
independent and reflective reading
3. Understands ways to help students comprehend
ction by using various reading strategies
4. Understands how different genres and types of
literature are used to improve students’
comprehension
5. Understands instructional strategies to help
students recognize different genres and types of
literature
6. Knows ways to strengthen students’
comprehension by developing their literary
response and analysis skills
7. Knows how to select and use a variety of
informational, descriptive, and persuasive
materials at appropriate reading levels to promote
students’ comprehension of nonction, including
content-area texts
8. Knows how to help students build on existing
knowledge through reading in the content areas
9. Understands how to help students apply
metacognitive strategies (before, during, and after
reading) to a variety of text types
10. Understands instructional strategies to help
students identify the author’s purpose
11. Understands instructional strategies to help
students distinguish main ideas and supporting
details in a nonction text
12. Knows ways to promote students’ recognition of
text features and organizational patterns to
comprehend nonction text
13. Is familiar with how digital media (e.g., electronic
books, podcasts, Internet) have an impact on
comprehension
14. Knows how to help students locate and use
evidence from texts to support their predictions,
opinions, and conclusions
III. Writing in Support of Reading
A. Interdependence of Reading and Writing
Development
1. Understands the interdependence of reading and
writing development
2. Understands that writing is a developmental
process
3. Understands that spelling is developmental
4. Knows strategies to teach students to spell
correctly (e.g., recognizing common orthographic
patterns)
5. Knows instructional strategies to promote reading
comprehension through writing activities
6. Knows instructional strategies for teaching
students to use writing mechanics appropriately
7. Knows strategies for promoting students’ writing
development
8. Knows the teacher’s roles (e.g., modeling,
conferencing, providing feedback) in guiding
students through the recursive steps of the writing
process
9. Knows various methods of feedback for students
throughout the writing process (e.g., conferencing,
peer editing, checklists, rubrics)
10. Knows the traits of high-quality writing (e.g.,
content, voice, word choice)
11. Knows how to teach students to write in various
forms and for different audiences and purposes
B. Reading and Writing as Tools for Inquiry
and Research
1. Knows ways to teach students to use a variety of
sources (e.g., print, electronic, interview,
observation) as they conduct research
2. Knows ways to teach students research skills
3. Knows strategies for helping students make
effective use of reference materials and media
resources
4. Knows a variety of ways to develop students’ skills
in using technology to conduct and create nal
research products
5. Knows ways to evaluate and select a variety of
reference materials and media resources
9The Praxis® Study Companion
Step 2: Familiarize Yourself with Test Questions
2. Familiarize Yourself with Test Questions
Become comfortable with the types of questions you’ll nd on the Praxis tests
The Praxis assessments include a variety of question types: constructed response (for which you write a
response of your own); selected response, for which you select one or more answers from a list of choices or
make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and
numeric entry, for which you enter a numeric value in an answer eld. You may be familiar with these question
formats from taking other standardized tests. If not, familiarize yourself with them so you don’t spend time
during the test guring out how to answer them.
Understanding Computer-Delivered Questions
Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option
or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The
directions always give clear instructions on how you are expected to respond.
For most questions, you respond by clicking an oval to select a single answer from a list of answer choices.
However, interactive question types may also ask you to respond by:
• Clicking more than one oval to select answers from a list of choices.
• Typing in an entry box. When the answer is a number, you may be asked to enter a numerical answer.
Some questions may have more than one place to enter a response.
• Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one
choice within a set of answers can be selected.
• Clicking parts of a graphic. In some questions, you will select your answers by clicking on a location (or
locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list.
• Clicking on sentences. In questions with reading passages, you may be asked to choose your answers by
clicking on a sentence (or sentences) within the reading passage.
• Dragging and dropping answer choices into targets on the screen. You may be asked to select answers
from a list of choices and drag your answers to the appropriate location in a table, paragraph of text or
graphic.
• Selecting answer choices from a drop-down menu. You may be asked to choose answers by selecting
choices from a drop-down menu (e.g., to complete a sentence).
Remember that with every question you will get clear instructions.
Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing
Demonstration on the Praxis web site to learn how a computer-delivered test works and see examples of
some types of questions you may encounter.
10The Praxis® Study Companion
Step 2: Familiarize Yourself with Test Questions
Understanding Selected-Response Questions
Many selected-response questions begin with the phrase “which of the following.” Take a look at this example:
Which of the following is a avor made from beans?
(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint
How would you answer this question?
All of the answer choices are avors. Your job is to decide which of the avors is the one made from beans.
Try following these steps to select the correct answer.
1) Limit your answer to the choices given. You may know that chocolate and coffee are also flavors made
from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices
given (“which of the following”).
2) Eliminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and
that mint flavor is made from a plant. That leaves vanilla as the only possible answer.
3) Verify your answer. You can substitute “vanilla” for the phrase “which of the following” and turn the
question into this statement: “Vanilla is a avor made from beans.” This will help you be sure that your answer
is correct. If you’re still uncertain, try substituting the other choices to see if they make sense. You may want
to use this technique as you answer selected-response questions on the practice tests.
Try a more challenging example
The vanilla bean question is pretty straightforward, but you’ll nd that more challenging questions have a
similar structure. For example:
Entries in outlines are generally arranged according
to which of the following relationships of ideas?
(A) Literal and inferential
(B) Concrete and abstract
(C) Linear and recursive
(D) Main and subordinate
You’ll notice that this example also contains the phrase “which of the following.” This phrase helps you
determine that your answer will be a “relationship of ideas” from the choices provided. You are supposed to nd
the choice that describes how entries, or ideas, in outlines are related.
Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way:
“How are outlines usually organized?” Since the ideas in outlines usually appear as main ideas and subordinate
ideas, the answer is (D).
11The Praxis® Study Companion
Step 2: Familiarize Yourself with Test Questions
QUICK TIP: Don’t be intimidated by words you may not understand. It might be easy to be thrown by words
like “recursive” or “inferential.” Read carefully to understand the question and look for an answer that ts. An
outline is something you are probably familiar with and expect to teach to your students. So slow down, and
use what you know.
Watch out for selected-response questions containing “NOT,” “LEAST,” and “EXCEPT”
This type of question asks you to select the choice that does not t. You must be very careful because it is easy
to forget that you are selecting the negative. This question type is used in situations in which there are several
good solutions or ways to approach something, but also a clearly wrong way.
How to approach questions about graphs, tables, or reading passages
When answering questions about graphs, tables, or reading passages, provide only the information that the
questions ask for. In the case of a map or graph, you might want to read the questions rst, and then look at the
map or graph. In the case of a long reading passage, you might want to go ahead and read the passage rst,
noting places you think are important, and then answer the questions. Again, the important thing is to be sure
you answer the questions as they refer to the material presented. So read the questions carefully.
How to approach unfamiliar formats
New question formats are developed from time to time to nd new ways of assessing knowledge. Tests may
include audio and video components, such as a movie clip or animation, instead of a map or reading passage.
Other tests may allow you to zoom in on details in a graphic or picture.
Tests may also include interactive questions. These questions take advantage of technology to assess
knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are
not familiar with, read the directions carefully. The directions always give clear instructions on how you are
expected to respond.
QUICK TIP: Don’t make the questions more dicult than they are. Don’t read for hidden meanings or tricks.
There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of
your knowledge.
Understanding Constructed-Response Questions
Constructed-response questions require you to demonstrate your knowledge in a subject area by creating
your own response to particular topics. Essays and short-answer questions are types of constructed-response
questions.
For example, an essay question might present you with a topic and ask you to discuss the extent to which you
agree or disagree with the opinion stated. You must support your position with specic reasons and examples
from your own experience, observations, or reading.
Take a look at a few sample essay topics:
• “Celebrities have a tremendous inuence on the young, and for that reason, they have a responsibility to
act as role models.”
• “We are constantly bombarded by advertisements—on television and radio, in newspapers and
magazines, on highway signs, and the sides of buses. They have become too pervasive. It’s time to put
limits on advertising.”
• “Advances in computer technology have made the classroom unnecessary, since students and teachers
are able to communicate with one another from computer terminals at home or at work.”
12The Praxis® Study Companion
Step 2: Familiarize Yourself with Test Questions
Keep these things in mind when you respond to a constructed-response question
1) Answer the question accurately. Analyze what each part of the question is asking you to do. If the
question asks you to describe or discuss, you should provide more than just a list.
2) Answer the question completely. If a question asks you to do three distinct things in your response,
you should cover all three things for the best score. Otherwise, no matter how well you write, you will
not be awarded full credit.
3) Answer the question that is asked. Do not change the question or challenge the basis of the
question. You will receive no credit or a low score if you answer another question or if you state, for
example, that there is no possible answer.
4) Give a thorough and detailed response. You must demonstrate that you have a thorough
understanding of the subject matter. However, your response should be straightforward and not lled
with unnecessary information.
5) Reread your response. Check that you have written what you thought you wrote. Be sure not to
leave sentences unnished or omit clarifying information.
QUICK TIP: You may nd that it helps to take notes on scratch paper so that you don’t miss any details. Then
you’ll be sure to have all the information you need to answer the question.
For tests that have constructed-response questions, more detailed information can be found on page 22.
The Praxis® Study Companion 13
Step 3: Practice with Sample Test Questions
3. Practice with Sample Test Questions
Answer practice questions and nd explanations for correct answers
Sample Test Questions
This test is available via computer delivery. To illustrate what a computer-delivered test looks like, the following
sample question shows an actual screen used in a computer-delivered test. For the purposes of this guide,
sample questions are provided as they would appear in a paper-delivered test.
This test may include questions with an audio or video component.
The Praxis® Study Companion 14
Step 3: Practice with Sample Test Questions
Directions: Each of the questions or statements below is
followed by four suggested answers or completions. Select
the one that is best in each case.
1. Which of the following is the most accurate
statement about the language acquisition
process of young children?
(A) Young children understand full sentences
at a relatively late stage in language
development.
(B) Young children exhibit random, highly
variable errors in sentence construction.
(C) Young children infer the underlying rules
of language to which they are exposed.
(D) Young children require planned early
instructional intervention to master the
grammar of the English language.
2. Which of the following is the most effective
instructional technique for helping
kindergarten students develop an
understanding of concepts about print?
(A) Exposing students to a variety of
rhyming texts
(B) Modeling how to track text during shared
reading of a text
(C) Modeling nger tapping to identify the
number of phonemes in words
(D) Providing direct instruction in common
letter-sound relationships
3. Which of the following pair of words
demonstrate that different letter combinations
can represent the same speech sound?
(A) Church…chorus
(B) Bow…bow
(C) Hot…cold
(D) Phone…laugh
4. How many morphemes are in the word
“rerecorded”?
(A) One
(B) Two
(C) Three
(D) Four
5. Which of the following is the best way for a
teacher to assess students’ phonemic
awareness?
(A) Ask students to identify the letter at the
beginning of the word “desk”
(B) Say the word “lamp” and ask students to
break it into individual sounds
(C) Distribute the letter cards “b,” “a,” and
“t” and ask students to order the letters
to create a word
(D) Display the written word “cat” and ask
students to sound it out as they tap each
letter
6. A fth-grade class studies the American
Revolution. The teacher wants students to
understand the differences in perceptions
between the colonists who believed their
actions in the Boston Tea Party were
legitimate protests against British taxation,
and the British who thought the colonists
were engaged in rebellion against their
government.
Which of the following student activities is
most effective in helping students understand
the differences in perceptions?
(A) List examples of signicant protests and
rebellions during other historical time
periods
(B) Write a letter persuading a friend to view
the Boston Tea Party as an act of
legitimate protest
(C) Create a Venn diagram to compare and
contrast the concepts of protest and
rebellion
(D) Read a rst-person account told from the
perspective of someone who
participated in the Boston Tea Party
The Praxis® Study Companion 15
Step 3: Practice with Sample Test Questions
7. A teacher notes that a student is consistently
not meeting grade-level performance
standards. Which of the following should be
the classroom teacher’s rst step?
(A) Adjust instructional techniques to meet
the student’s unique learning needs
(B) Continue to assess and monitor the
student’s academic progress on a regular
basis
(C) Refer the student for testing to determine
if he or she qualies for special services
(D) Identify specic learning goals based on
the student’s current performance levels
8. When preparing to do a close reading of a
complex text with students, it is important to
know which of the following?
(A) Students should be focused on trying to
accurately summarize the text and
identify key story elements.
(B) The teacher’s role is to guide students
through the text and interpret the
meaning of challenging text for students.
(C) Students should read the text multiple
times and focus on a different outcome
during each reading.
(D) The teacher’s role is to plan extensive
pre-reading activities and elicit students’
prior knowledge before students read the
text.
9. Which of the following text-dependent
questions best focuses students to think
about the craft and structure of a text?
(A) What did the main character do when he
saw the letter? Why?
(B) How did the author describe Bradley’s
uncle? Why did the author choose to
describe him that way?
(C) Have you ever read another story like
this? How are they similar?
(D) How has Ma and Karin’s relationship
changed over the course of the story?
What changed it?
10. Which of the following best reects research
about teaching alphabetic principle to young
students?
(A) Teaching students the letters and their
corresponding sounds in alphabetical
order
(B) Introducing students to the long vowel
sounds before introducing them to the
short vowel sounds
(C) Introducing students to similar sounding
or looking letters in close succession
(D) Teaching students continuous vowel and
consonant sounds before stop (or
clipped) sounds
11. A teacher listens to Zane, a fourth-grade
student, read an unfamiliar passage aloud for
one minute. He read at an average rate but
with poor expression. He accurately decoded
98% of the words in the passage. Based on
the results of the assessment, which of the
following teacher actions will best improve
Zane’s reading ability?
(A) Building prior knowledge of the passage
before the student’s oral reading
(B) Providing explicit instruction and
modeling of prosodic reading of text
(C) Encouraging the student to engage in
repeated readings of the same text
(D) Having the student listen to a recording
of the oral reading to self-assess his
performance
12. A class prepares to read a science text about
an unfamiliar, complex process. The best way
the teacher can support students’ successful
reading of the text is to
(A) guide students to continue reading when
they come to an unfamiliar word in order
to search for context clues
(B) assign a small portion of text, and then
pause for discussion and student
questions before moving on
(C) make dictionaries available to students
so that they can look up the meanings of
challenging vocabulary before reading
each section of the text
(D) ask each student to do a quick write
about the process using their
background knowledge, and then ask
them to share their writing with a partner
The Praxis® Study Companion 16
Step 3: Practice with Sample Test Questions
Use the graphic organizer to answer the
question that follows.
13. A middle school teacher uses the diagram
above when teaching vocabulary. Which of the
following prompts should be added to the
diagram in order to best deepen students’
understanding of and ability to retain a new
vocabulary word?
(A) What makes this an important word for me
to know?
(B) What is the actual dictionary definition of
this word?
(C) What personal connections can I make to
this word?
(D) What are other examples of words that
share the same root?
Use the student writing sample to answer the
question that follows.
Devon wrote the following short response to a story
that the teacher presented during a read-aloud. The
teacher asked students to name two things that
show how clever Coyote is.
The first way heis clever is that he can Shot
bowinerows The Next way he is clever is that He
noes howto get to the moon
14. Based on the writing sample, there is evidence
that the student
(A) understands that each syllable of a word
contains a vowel sound and how to use
evidence from the text
(B) knows how to spell most high-frequency
words and that individual words are
separated by spaces
(C) understands one-to-one letter-sound
correspondence and how to apply
capitalization rules
(D) knows that stories have a structure and
understands that punctuation marks are
used at the end of sentences
15. Which of the following practices is most
appropriate for a teacher to use when
determining the placement of students into
flexible groups for reading instruction?
(A) Using students’ most current standardized
reading assessment results to group
together students with similar scores
(B) Using results from a variety of
assessments to form mixed-ability groups
(C) Using formal and informal measures to
inform instruction that targets students’
changing needs
(D) Using a teacher-prepared survey to
determine students’ authentic reading
interests
The Praxis® Study Companion 17
Step 3: Practice with Sample Test Questions
16. Research indicates that a relationship exists
between reading and writing. Which of the
following statements supports the nding?
(A) Reading is a constructive process, and
writing is a recursive one.
(B) Reading and writing share similar
processes and require using the same
kinds of knowledge.
(C) Reading requires a passive stance, and
writing emphasizes an active stance.
(D) Reading and writing development share
the same ve stages and students
proceed through those stages in the
same order.
17. Before writing narratives, fth-grade students
use reference materials to create semantic
gradients like the one below. The semantic
gradients are posted around the classroom so
that students can refer to them while writing.
The primary objective of the lesson is for students
to effectively use reference materials during
writing as tools for
(A) selecting precise language
(B) spelling words correctly
(C) generating imaginative ideas
(D) avoiding repetitive vocabulary
18. While reading a complex piece of text, a
teacher asks students to record their
reactions in the margin, including their
questions, summaries, and personal
connections. The primary purpose of the
activity is to
(A) ensure active comprehension monitoring
(B) develop strong summarization skills
(C) assess application of word analysis
strategies
(D) identify the organizational structure of
the text
19. Using the list below, place the reading
strategies in order according to when the
strategy is used: before, during, or after
reading. Click and drag the strategy to the
appropriately labeled spot on the chart below.
Summarizing
Self-monitoring
Setting a purpose
1. Before reading
2. During reading
3. After reading
20. Indicate whether the following descriptions
are true or false regarding explicit teaching.
True False
Explicit teaching begins with
little teacher input and moves
toward extensive teacher
support for student learning.
Students have multiple
opportunities to practice a skill
on their own and to receive
teacher feedback as needed.
Teacher modeling of the skill or
strategy is one of the rst steps
in explicit teaching.
The rst step in explicit teaching
is to set a purpose for what the
students are about to learn.
Student inquiry, independent
exploration, and hypothesis
creation are more important
parts of explicit teaching.
The Praxis® Study Companion 18
Step 3: Practice with Sample Test Questions
21. Which of the following instructional strategies best completes the chart?
Reading Comprehension Reading Fluency Writing Vocabulary
Directed Reading-Thinking activity Shared reading Sentence combining Word hunts
Inquiry chart Partner reading Paragraph hamburger Possible sentences
Think-Pair-Share ? Revision Word walls
(A) Semantic feature analysis
(B) Brainstorming
(C) Readers’ theater
(D) Anticipation guide
22. Which of the following best describes a direct method in which students learn new vocabulary
words?
(A) Facilitating daily independent reading time
(B) Incorporating wordplay activities into the school day
(C) Providing both ction and nonction texts in the classroom library
(D) Introducing text-specic words before lessons and activities
23. When teaching research skills to elementary students, a teacher should have the students focus
primarily on which of the following?
(A) Evaluating Web sites for relevance and credibility
(B) Taking mental notes on the topic
(C) Using appropriate resources and search tools
(D) Reading most of the available information about the topic
24. During a reading conference, a teacher notices that a student is unable to answer basic
comprehension questions about a book after reading it. Which of the following actions is best for the
teacher to take rst?
(A) Preparing an outline of the plot to assist the student in recalling important details
(B) Encouraging the student to reread the parts of the book that were difcult to understand
(C) Conducting a mini-lesson on active reading strategies the student can use while reading
(D) Administering an informal assessment to identify the skills with which the student is struggling
The Praxis® Study Companion 19
Step 3: Practice with Sample Test Questions
1. (C) is the best answer. According to psycholinguists
and others who specialize in human growth and
development, young children begin to acquire the
ability to communicate through hypothesis testing.
Children’s perception of adult speech helps them form
hypotheses about how dierent ideas are expressed in
the language they are acquiring, and then they test
their hypotheses. (A), (B), and (D) are not correct.
Language learning is an active cognitive process that
occurs as children hear, imitate, explore, and practice
the spoken word. The answer choices are not
consistent with this research-based statement.
2. (B) is the best answer. Children are more likely to
attend to print when engaged in shared reading with
an adult who uses print referencing behavior, e.g.,
tracking text. (A), (C), and (D) do not address concepts
of print.
3. (D) is the best answer. “ph” and “gh” fall into the
category of consonant irregularities with consonant
combinations that have a unique sound. Both the “ph”
in “phone” and the “gh” in “laugh” represent the sound of
/f/. (A), (B), and (C) are not correct. The word pairs
contain similar letters or letter combinations with
different speech sounds.
4. (C) is the best answer. A morpheme is the smallest
meaningful unit in the grammar of a language. The
word “rerecorded” contains three morphemes. The unit
“re” is a prex meaning back or again. “record” is the
base that gives the word its meaning. The word part
“ed” indicates past tense.
5. (B) is the best answer. A student who possesses
phonemic awareness can segment sounds in spoken
words and blend strings of isolated sounds together to
form recognizable words. (A), (C), and (D) are not
correct. These answer choices focus on connecting
spoken sounds to written letters, which are phonics
skills.
6. (C) is the best answer. A Venn diagram is a graphic
organizer used to compare and contrast two or more
things. (A), (B), and (D) are not correct. These choices do
not focus on the differences in perception which is the
objective of the lesson.
7. (A) is the best answer. The purpose of assessment is
to use the data to drive appropriate instruction to meet
a student’s unique needs. (B) is not correct. Continuing
to assess and monitor student progress on a regular
basis does not address the need to provide needs-
specic instruction. (C) is not correct. Referring the
student for special services testing is not an appropriate
rst step the teacher should take. (D) is not correct. A
student learning goal is a measurable, long-term
student growth target, and therefore is not the best rst
step to meet a student’s instructional needs.
8. (C) is the best answer. Close reading is a technique in
which students read challenging texts multiple times,
each time for a different purpose; e.g., to determine
what a text says and to clarify confusions, to determine
how the text works, and to evaluate the value of the text
and connect it to other texts. The teacher’s major role is
to ask text-dependent questions that require students
to interpret what they’ve read and provide evidence
from the text to support their understanding.
Instructional time should be focused primarily on
students reading and interacting with the text. (A) is not
correct. Close reading addresses more than
summarizing a text and identifying key story elements.
(B) is not correct. Students engaged in close reading
should be given the responsibility for interpreting the
meaning of the text. (D) is not correct. Instructional time
in close reading should be focused primarily on
students reading and interacting with the text. The
teacher’s role is not to spend an extensive amount of
time engaging students in pre-reading activities to
support understanding during close reading.
9. (B) is the best answer. Asking about the author’s word
choices encourages students to think about the author’s
intentions and how these choices affect the reading
experience. (A), (C), and (D) are not correct. These text-
dependent questions are intended to focus the reader
toward gaining greater understanding or making
judgments about the text.
Answers to Sample Questions
The Praxis® Study Companion 20
Step 3: Practice with Sample Test Questions
10. (D) is the best answer. Continuous vowel or
consonant sounds can be prolonged or stretched out
when they are pronounced and are easier to say
without distortion. Voiced stop sounds are not as easy
to pronounce in isolation without a vowel sound. (A) is
not correct. Introducing letter sounds in alphabetical
order limits the number of words the students can
form, thus limiting their ability to practice using the
alphabetic principle to read and write. Research
generally agrees that the earliest relationships
introduced should be those that enable children to
begin reading words as soon as possible. That is, the
relationships chosen should have high utility. For
example, the spellings m, a, t, s, p, and h are high utility,
but the spellings x as in box, gh as in through, ey as in
they, and a as in want, are of lower utility. (B) is not
correct. Research does not support the effectiveness of
introducing students to all long vowel sounds before
short vowels. (C) is not correct. The simultaneous
introduction of auditorily or visually similar sounds and
letters should be avoided.
11. (B) is the best answer. The student demonstrates
diculties in oral reading prosody. Providing direct
instruction and modeling fluent, prosodic reading is
the most effective instructional strategy to assist the
student’s specic reading need. (A) is not correct.
Building prior knowledge is most benecial to increase
comprehension of text. (C) is not correct. Asking the
student to do repeated readings of the text is not as
effective as teaching the elements of good oral reading
and modeling how to read expressively. (D) is not
correct. Without knowledge of how to read expressively
in a natural manner, the student may not be successful
in self-evaluating and improving his oral reading skills.
12. (B) is the best answer. Assigning a small section of a
complex science text and pausing for discussion allow
a student to monitor his comprehension and apply
x-up strategies if breakdowns in understanding have
occurred. (A) and (C) not correct. Weaknesses in word-
level processes hinder comprehension, but neither of
these choices are the best answer. (D) is not correct.
Doing a quick write activating prior knowledge about
the science process is more likely to be a prereading
activity and is not the most effective strategy to
support students while reading the text.
13. (C) is the best answer. Making personal
connections to a word will help students see how the
word is related to their everyday life, therefore making
the vocabulary word more relevant and easier to recall.
This prompt also asks students to gain deeper
understanding of the word because they must
determine how the word applies to their prior
knowledge. (A), (B), and (D) are not correct. These
choices do not encourage the student to make a deep,
personal connection to the vocabulary word, and
therefore internalizing the word meaning is not as likely
to occur.
14. (A) is the best answer. The writing sample shows
the student’s understanding that each syllable in a
word needs to contain at least one vowel. The student
has also responded to the task by citing evidence from
the text. (B) is not correct. The sample contains several
spelling errors and individual words are not consistently
separated by spaces. (C) is not correct. The student
does not show an understanding of basic capitalization
rules. (D) is not correct. The sample does not contain
any punctuation marks.
15. (C) is the best answer. Flexible grouping is a form of
differentiated instruction in which a teacher uses a
combination of formal and informal assessments and
observations to meet the needs of individual students.
Based on the data, small groups of students are formed
and the teacher provides systematic and explicit
instruction in identied skill areas. How long and how
often the teacher meets with a group varies depending
on student needs. (A) is not correct. Using a student’s
most current standardized reading assessment results
is only one measure to consider in forming exible
groups. (B) is not correct. In exible grouping, the
teacher forms groups based on similar instructional
needs. (D) is not correct. Flexible grouping is used to
meet an individual student’s current needs in specic
skill areas. The model does not address reading
interests.
16. (B) is the best answer. Research has shown that
readers and writers use the same kinds of knowledge
when constructing meaning. Both processes, for
example, require knowledge of sound and letter
relationships, language conventions, organization,
content, pragmatics, and purpose. (A) and (C) are not
correct. These choices are inconsistent with the
similarities between reading and writing. (D) is not
correct. Writing consists of ve stages (prewriting,
drafting, revision, editing, and publishing), but these
stages are recursive and students do not proceed
through them in the same order. These ve stages do
not relate to active reading.
The Praxis® Study Companion 21
Step 3: Practice with Sample Test Questions
17. (A) is the best answer. Semantic gradients support
students in understanding shades of meaning. The
reference materials used to make sematic gradients,
namely dictionaries and thesauri, help students to
recognize that while words can mean nearly the same
thing, the nuances are different. Using reference
materials to create semantic gradients supports
students in selecting precise vocabulary to convey the
intended message.
18. (A) is the best answer. Good readers are extremely
active as they read. When students respond in writing
as they read a complex piece of text by asking
questions, summarizing, and making personal
connections, they are encouraged to think strategically
about what and why they are reading. Through
annotation, the student creates a visual record of his
thoughts while making sense of the text. (B), (C), and
(D) are not correct. Summarizing, applying word-
analysis strategies, and identifying text organization are
parts of strategic reading. An active reader needs to do
more to reach a deep level of engagement and
comprehension of complex text.
19. 1. Before Reading: setting a purpose for reading is a
before-reading strategy. 2. During Reading: self-
monitoring is a strategy that is used while reading.
3. After Reading: summarizing is a strategy that occurs
after reading has taken place.
20. Statements 2, 3, and 4 are true. Explicit instruction
(also known as “direct instruction”) is a sequence of
supports: rst, setting a purpose for learning, then
telling students what to do, then showing them how to
do it, and nally guiding their hands-on application of
the new learning. Statement 1 is false because explicit
teaching begins with a large amount of teacher input
and moves towards less teacher input and greater
student responsibility. Statement 5 is false because
explicit teaching involves direct teaching of a skill or
strategy, not independent exploration or student
inquiry.
21. (C) is the best answer because facilitating a Readers’
theater is an effective strategy for improving fluency
skills. (A) is not correct. Semantic feature analysis is used
to work on vocabulary skills, not fluency. (B) is not
correct. Brainstorming is used to help students get
ideas about which to write. (D) is not correct. An
anticipation guide is used to strengthen
comprehension.
22. (D) is the best answer because the teacher needs
to rst provide the direct instruction in text-specic
words before students engage in reading. Students
then can be guided by the teacher to practice the
newly learned vocabulary in different activities and
contexts. (A) is not correct. Engaging in independent
reading activities is an indirect way of students
increasing their vocabulary. The teacher is not
providing direct instruction in word knowledge. (B) is
not correct. Participating in oral word play activities
with adults is an indirect way to increase a student’s
vocabulary. This option does not require direct
instruction from a teacher. (C) is not correct. Providing
different genres of books in the class library does not
provide direct instruction of vocabulary words. It
provides exposure.
23. (C) is the best answer because all appropriate tools
should be used, not just the Internet, and not just
books. A student would also need to know which
search engines to use to get the best results, and which
books. A dictionary wouldn’t be used to look up
information on Rosa Parks, for example. (A) is not
correct. This would be something that high school or
older students would be concerned with, instead of
elementary aged students. (B) is not correct. Students
would need to take paper/pencil notes to add to the
report, instead of just mental notes. (D) is not correct.
To search effectively, students would need to know
how to use keywords and, thus, eliminate part of their
time searching for a topic.
24. (D) is the best answer because there are many
factors that can contribute to reading comprehension
difficulties including phonological and fluency skills.
Assessing the source of the student’s diculty will help
the teacher to provide needed support in the area the
student needs it the most. (A) is not correct. While this
may help the student to understand the book more, it
is a temporary x and will not help the student’s
comprehension skills. (B) is not correct. While rereading
is a good strategy to clarify what was read, the teacher
does not know the source of the student’s diculties. If
it is a decoding or vocabulary problem, for example,
rereading would not help. (C) is not correct. While
active reading strategies are good tools to aid
comprehension, without knowing the source of the
student’s struggles, they are not guaranteed to be
helpful.
The Praxis® Study Companion 22
Step 3: Practice with Sample Test Questions
About the Constructed-Response
Questions
The Teaching Reading test consists of three
constructed-response questions that require the
candidate to demonstrate the ability to apply
knowledge and theory of reading to specic students’
needs and classroom scenarios.
Each task will be scored on a 0–3 scale using the
following general scoring guide:
General Scoring Guide for Constructed-
Response Questions
Score of 3
The response demonstrates a thorough
understanding of the elements of reading and
reading instruction relevant to the question.
A response in this category
• Clearly and specically answers all parts of the
question in a way that directly addresses the
instructional situation described.
• Shows strong knowledge of concepts, theories,
facts, procedures, or methodologies relevant to
the question. Any errors of fact or terminology are
minor and do not detract from the understanding
shown.
• Provides a strong explanation that is well
supported by relevant evidence.
Score of 2
The response demonstrates a basic or general
understanding of the elements of reading and
reading instruction relevant to the question.
A response in this category
• Adequately answers most or all parts of the
question in a way that is appropriate for the
instructional situation described.
• Shows basic or general knowledge of concepts,
theories, facts, procedures, or methodologies
relevant to the question. Any errors do not detract
from the general understanding shown.
• Provides a basic explanation that is adequately
supported by relevant evidence.
Score of 1
The response demonstrates a weak or limited
understanding of the elements of reading and
reading instruction relevant to the question.
A response in this category
• Answers some part (or parts) of the question at a
basic level.
• Has one or more of the following weaknesses:
– Fails to answer most parts of the question and/
or fails to address crucial aspects of the
instructional situation described.
– Shows weak or limited knowledge of
concepts, theories, facts, procedures, or
methodologies relevant to the question. The
weakness may be indicated by errors or
misconceptions.
– Provides no explanation or an explanation that
is weak and inadequately supported by
evidence.
Score of 0
The response demonstrates no understanding of the
elements of reading and reading instruction relevant
to the question.
A response in this category
• Fails to respond appropriately to any part of the
question.
• Shows no knowledge of concepts, theories, facts,
procedures, or methodologies relevant to the
question; or any information presented about
reading and reading instruction is seriously in
error.
Note: The mere presence of reading-specic words or
phrases that might be used in an adequate response
does not by itself indicate knowledge.
Also receiving a score of 0 would be responses that
are blank, completely o-topic, or not written in
English.
The Praxis® Study Companion 23
Step 3: Practice with Sample Test Questions
Sample Question Directions
Read the scenario and then respond to all parts of the
task. The suggested time to spend on this question is
10 minutes.
Scenario
The early childhood teachers in a school have decided
to implement interdisciplinary science units with
a focus on reading. The district has implemented a
policy that all schools must include a technology
component that will support reading instruction.
Task
Be sure to respond to both of the following.
• Briefly describe an instructional material the
teachers would use within these units to support
the reading focus. Explain the criteria used to
evaluate the material in meeting these
instructional needs.
• Briefly describe an activity using technology with
the interdisciplinary science units. Specify how
the activity supports student reading goals.
Sample Response That Received a
Score of 3
Teachers can use tradebooks to help integrate reading
into a science unit. The instructional material that is
needed is a variety of books on the differing reading levels
of the students. An example of this would be teaching
a science unit on deserts. The teacher would collect
books at different readability levels on living in a desert,
animals in a desert, or any other related topics to use
with the class. The criteria used to ensure the books meet
instructional needs are that they are at an appropriate
reading level for the students, have a connection to the
topic being studied, and contain accurate information.
A technological activity the students could do would
be an online net lab. The students would, for example,
be required to follow written instructions as they
completed a simulation of a lab activity such as the
dissection of an owl pellet. Reading skills such as cause
and effect could be reinforced with a webquest through
which students discovered and observed relationships
between actions. Related hands-on activities could be
linked to the webquest tasks. By using these methods of
integrating science and reading, the teachers can meet
the technology component mandated by the district and
further support students’ reading development.
Sample Response That Received a
Score of 2
I would begin by finding books on insects. Every day we
would read books and discuss reading techniques and
skills. We would also collect bugs and caterpillars to study.
Using PowerPoint, we would make slides that compared
and contrasted different insects as a class. Each student
would then choose a bug to study and make a slide with
a picture and sentence about their insect. I will evaluate
the students’ ability to use PowerPoint and make notes on
which students need a little more help. We will then make
a CD with all the insect slides and burn copies of it so that
each student can take one home. We will then have a
short quiz on the reading to check for comprehension.
Sample Response That Received a
Score of 1
An instructional material that teachers would use for the
unit could be how a butterfly grows. The kids are learning
reading and science at the same time. They could have a
computer in the classroom and have Leapfrog Interactive
Reading on the computer. The technology would be
helping the kids to read and they would be having fun
while doing it.
24The Praxis® Study Companion
Step 4: Determine Your Strategy for Success
4. Determine Your Strategy for Success
Set clear goals and deadlines so your test preparation is focused and ecient
Effective Praxis test preparation doesn’t just happen. You’ll want to set clear goals and deadlines for yourself
along the way. Otherwise, you may not feel ready and condent on test day.
1) Learn what the test covers.
You may have heard that there are several dierent versions of the same test. It’s true. You may take one
version of the test and your friend may take a different version a few months later. Each test has different
questions covering the same subject area, but both versions of the test measure the same skills and
content knowledge.
You’ll nd specic information on the test you’re taking on page 5, which outlines the content categories
that the test measures and what percentage of the test covers each topic. Visit www.ets.org/praxis/
testprep for information on other Praxis tests.
2) Assess how well you know the content.
Research shows that test takers tend to overestimate their preparedness—this is why some test takers
assume they did well and then nd out they did not pass.
The Praxis tests are demanding enough to require serious review of likely content, and the longer you’ve
been away from the content, the more preparation you will most likely need. If it has been longer than a few
months since you’ve studied your content area, make a concerted eort to prepare.
3) Collect study materials.
Gathering and organizing your materials for review are critical steps in preparing for the Praxis tests. Consider
the following reference sources as you plan your study:
• Did you take a course in which the content area was covered? If yes, do you still have your books or
your notes?
• Does your local library have a high school-level textbook in this area? Does your college library have a
good introductory college-level textbook in this area?
Practice materials are available for purchase for many Praxis tests at www.ets.org/praxis/testprep. Test
preparation materials include sample questions and answers with explanations.
4) Plan and organize your time.
You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of
review time to avoid cramming new material at the end. Here are a few tips:
• Choose a test date far enough in the future to leave you plenty of preparation time. Test dates can be
found at www.ets.org/praxis/register/centers_dates.
• Work backward from that date to gure out how much time you will need for review.
• Set a realistic schedule—and stick to it.
25The Praxis® Study Companion
Step 4: Determine Your Strategy for Success
5) Practice explaining the key concepts.
Praxis tests with constructed-response questions assess your ability to explain material eectively. As a
teacher, you’ll need to be able to explain concepts and processes to students in a clear, understandable
way. What are the major concepts you will be required to teach? Can you explain them in your own words
accurately, completely, and clearly? Practice explaining these concepts to test your ability to eectively
explain what you know.
6) Understand how questions will be scored.
Scoring information can be found on page 40.
7) Develop a study plan.
A study plan provides a road map to prepare for the Praxis tests. It can help you understand what skills and
knowledge are covered on the test and where to focus your attention. Use the study plan template on page
29 to organize your efforts.
And most important—get started!
Would a Study Group Work for You?
Using this guide as part of a study group
People who have a lot of studying to do sometimes nd it helpful to form a study group with others who are
working toward the same goal. Study groups give members opportunities to ask questions and get detailed
answers. In a group, some members usually have a better understanding of certain topics, while others in the
group may be better at other topics. As members take turns explaining concepts to one another, everyone
builds self-condence.
If the group encounters a question that none of the members can answer well, the group can go to a teacher or
other expert and get answers eciently. Because study groups schedule regular meetings, members study in a
more disciplined fashion. They also gain emotional support. The group should be large enough so that multiple
people can contribute different kinds of knowledge, but small enough so that it stays focused. Often, three to
six members is a good size.
Here are some ways to use this guide as part of a study group:
• Plan the group’s study program. Parts of the study plan template, beginning on page 29, can help
to structure your group’s study program. By lling out the rst ve columns and sharing the worksheets,
everyone will learn more about your group’s mix of abilities and about the resources, such as textbooks, that
members can share with the group. In the sixth column (“Dates I will study the content”), you can create an
overall schedule for your group’s study program.
• Plan individual group sessions. At the end of each session, the group should decide what specic
topics will be covered at the next meeting and who will present each topic. Use the topic headings and
subheadings in the Test at a Glance table on page 5 to select topics, and then select practice questions,
beginning on page 13.
• Prepare your presentation for the group. When it’s your turn to present, prepare something that is
more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual
questions can help you better understand the topics covered on the test as well as the types of questions
you will encounter on the test. It will also give other members of the group extra practice at answering
questions.
26The Praxis® Study Companion
Step 4: Determine Your Strategy for Success
• Take a practice test together. The idea of a practice test is to simulate an actual administration of the
test, so scheduling a test session with the group will add to the realism and may also help boost everyone’s
condence. Remember, complete the practice test using only the time that will be allotted for that test on
your administration day.
• Learn from the results of the practice test. Review the results of the practice test, including the
number of questions answered correctly in each content category. For tests that contain constructed-
response questions, look at the Sample Test Questions section, which also contain sample responses to
those questions and shows how they were scored. Then try to follow the same guidelines that the test
scorers use.
• Be as critical as you can. You’re not doing your study partner(s) any favors by letting them get away with
an answer that does not cover all parts of the question adequately.
• Be specic. Write comments that are as detailed as the comments about the sample responses. Indicate
where and how your study partner(s) are doing an inadequate job of answering the question. Writing notes
in the margins of the answer sheet may also help.
• Be supportive. Include comments that point out what your study partner(s) got right.
Then plan one or more study sessions based on aspects of the questions on which group members performed
poorly. For example, each group member might be responsible for rewriting one paragraph of a response in
which someone else did an inadequate job.
Whether you decide to study alone or with a group, remember that the best way to prepare is to have an
organized plan. The plan should set goals based on specic topics and skills that you need to learn, and it
should commit you to a realistic set of deadlines for meeting those goals. Then you need to discipline yourself
to stick with your plan and accomplish your goals on schedule.
27The Praxis® Study Companion
Step 5: Develop Your Study Plan
5. Develop Your Study Plan
Develop a personalized study plan and schedule
Planning your study time is important because it will help ensure that you review all content areas covered on the
test. Use the sample study plan below as a guide. It shows a plan for the Core Academic Skills for Educators: Reading
test. Following that is a study plan template that you can ll out to create your own plan. Use the “Learn about Your
Test” and “Test Specications" information beginning on page 5 to help complete it.
Use this worksheet to:
1. Dene Content Areas: List the most important content areas for your test as dened in chapter 1.
2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area.
3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area.
4. Study: Create and commit to a schedule that provides for regular study periods.
Praxis Test Name (Test Code): Core Academic Skills for Educators: Reading (5712)
Test Date: 9/15/15
Content covered Description
of content
How well do
I know the
content?
(scale 1–5)
What
resources do I
have/need for
the content?
Where can I
nd the
resources I
need?
Dates I will
study the
content
Date
completed
Key Ideas and Details
Close reading
Draw inferences and
implications from the
directly stated content
of a reading selection
3
Middle school
English
textbook
College library,
middle school
teacher
7/15/15 7/15/15
Determining ideas
Identify summaries or
paraphrases of the main
idea or primary purpose
of a reading selection
3
Middle school
English
textbook
College library,
middle school
teacher
7/17/15 7/17/15
Determining ideas
Identify summaries
or paraphrases of the
supporting ideas and
specic details in a
reading selection
3
Middle and
high school
English
textbook
College library,
middle and
high school
teachers
7/20/15 7/21/15
Craft, Structure, and Language Skills
Interpreting tone
Determine the author’s
attitude toward material
discussed in a reading
selection
4
Middle and
high school
English
textbook
College library,
middle and
high school
teachers
7/25/15 7/26/15
Analysis of
structure
Identify key transition
words and phrases in a
reading selection and
how they are used
3
Middle and
high school
English
textbook,
dictionary
College library,
middle and
high school
teachers
7/25/15 7/27/15
Analysis of
structure
Identify how a reading
selection is organized
in terms of cause/effect,
compare/contrast,
problem/solution, etc.
5
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/1/15 8/1/15
Author’s purpose
Determine the role that
an idea, reference, or
piece of information
plays in an author’s
discussion or argument
5
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/1/15 8/1/15
(continued on next page)
28The Praxis® Study Companion
Step 5: Develop Your Study Plan
Content covered Description
of content
How well do
I know the
content?
(scale 1–5)
What
resources do I
have/need for
the content?
Where can I
nd the
resources I
need?
Dates
I will
study the
content
Date
completed
Language in
dierent contexts
Determine whether
information presented
in a reading selection
is presented as fact or
opinion
4
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/1/15 8/1/15
Contextual
meaning
Identify the meanings of
words as they are used in
the context of a reading
selection
2
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/1/15 8/1/15
Figurative
language
Understand gurative
language and nuances in
word meanings
2
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/8/15 8/8/15
Vocabulary range
Understand a range
of words and phrases
sufficient for reading at
the college and career
readiness level
2
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/15/15 8/17/15
Integration of Knowledge and Ideas
Diverse media and
formats
Analyze content
presented in diverse
media and formats,
including visually and
quantitatively, as well as
in words
2
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/22/15 8/24/15
Evaluation of
arguments
Identify the relationship
among ideas presented
in a reading selection
4
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/24/15 8/24/15
Evaluation of
arguments
Determine whether
evidence strengthens,
weakens, or is relevant
to the arguments in a
reading selection
3
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/27/15 8/27/15
Evaluation of
arguments
Determine the logical
assumptions upon
which an argument or
conclusion is based
5
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/28/15 8/30/15
Evaluation of
arguments
Draw conclusions from
material presented in a
reading selection
5
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
8/30/15 8/31/15
Comparison of
texts
Recognize or predict
ideas or situations that
are extensions of or
similar to what has been
presented in a reading
selection
4
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
9/3/15 9/4/15
Comparison of
texts
Apply ideas presented
in a reading selection to
other situations
2
High school
textbook,
college course
notes
College library,
course notes,
high school
teacher, college
professor
9/5/15 9/6/15
29The Praxis® Study Companion
Step 5: Develop Your Study Plan
My Study Plan
Use this worksheet to:
1. Dene Content Areas: List the most important content areas for your test as dened in chapter 1.
2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area.
3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area.
4. Study: Create and commit to a schedule that provides for regular study periods.
Praxis Test Name (Test Code): ____________________________________________________________
Test Date: _____________
Content covered Description
of content
How well do
I know the
content?
(scale 1–5)
What
resources do I
have/need for
this content?
Where can I
nd the
resources I
need?
Dates I will
study this
content
Date
completed
(continued on next page)
30The Praxis® Study Companion
Step 5: Develop Your Study Plan
Content covered Description
of content
How well do
I know the
content?
(scale 1–5)
What
resources do I
have/need for
the content?
Where can I
nd the
resources I
need?
Dates I will
study the
content
Date
completed
31
Step 6: Review Study Topics
The Praxis® Study Companion
6. Review Study Topics
Review study topics with questions for discussion
Using the Study Topics That Follow
The Teaching Reading: Elementary Education test is designed to measure the knowledge and skills necessary for
a beginning teacher.
This chapter is intended to help you organize your preparation for the test and to give you a clear indication of
the depth and breadth of the knowledge required for success on the test.
Virtually all accredited programs address the topics covered by the test; however, you are not expected to be an
expert on all aspects of the topics that follow.
You are likely to nd that the topics that follow are covered by most introductory textbooks. Consult materials
and resources, including lecture and laboratory notes, from all your coursework. You should be able to match up
specic topics and subtopics with what you have covered in your courses.
Try not to be overwhelmed by the volume and scope of content knowledge in this guide. Although a specic
term may not seem familiar as you see it here, you might nd you can understand it when applied to a real-life
situation. Many of the items on the actual test will provide you with a context to apply to these topics or terms.
Discussion Areas
Interspersed throughout the study topics are discussion areas, presented as open-ended questions or
statements. These discussion areas are intended to help test your knowledge of fundamental concepts and your
ability to apply those concepts to situations in the classroom or the real world. Most of the areas require you
to combine several pieces of knowledge to formulate an integrated understanding and response. If you spend
time on these areas, you will gain increased understanding and facility with the subject matter covered on the
test. You may want to discuss these areas and your answers with a teacher or mentor.
Note that this study companion does not provide answers for the discussion area questions, but thinking about the
answers to them will help improve your understanding of fundamental concepts and will probably help you
answer a broad range of questions on the test.
32
Step 6: Review Study Topics
The Praxis® Study Companion
Study Topics
An overview of the areas covered on the test, along
with their subareas, follows.
I. Assessment and Diagnostic Teaching of
Reading
1. Knows a range of formal and informal reading
assessments
2. Knows how different types of assessment data are
used to diagnose the reading needs and monitor
the progress of individual students
3. Knows how diagnostic reading data are used to
differentiate instruction to address the needs of
students with reading difficulties
4. Knows how diagnostic reading data are used to
differentiate instruction to accelerate the
development of students’ reading skills
5. Knows the purposes of exible grouping in
addressing students’ changing reading needs
(e.g., academic skills, interests, learning styles)
6. Is familiar with the Response to Intervention (RTI)
process
Discussion areas: Assessment and
Diagnostic Teaching of Reading
• What are various grouping strategies
teachers can use? What purpose does each
type of grouping strategy serve?
• What are some examples of formative
assessment? What is the purpose of
formative assessment?
II. Reading Development
A. Phonemic Awareness and Oral Language
Development
1. Knows a variety of instructional strategies for
developing students’ listening and speaking skills
2. Knows a variety of instructional strategies for
expanding students’ listening and speaking
vocabularies
3. Is familiar with methods for scaffolding the
learning of Standard American English by
speakers of other languages and dialects
4. Is familiar with age-appropriate milestones for
language development
5. Knows how to create a learning environment that
is respectful of, and responsive to, linguistic and
cultural diversity
6. Understands the roles of phonemic awareness in
reading development
7. Knows a variety of instructional strategies to
promote development of phonemic-awareness
skills
B. Phonics and Alphabetic Principle
1. Knows ways to promote students’ automatic
recognition of high-frequency sight words
2. Knows instructional strategies for helping
students learn concepts of print
3. Knows ways to help students recognize and
name uppercase and lowercase letters
4. Understands the connection between students’
invented spellings and their understanding of
phonetic principles
5. Understands basic phonetic and phonological
principles
6. Knows instructional strategies for developing and
reinforcing students’ skills in using phonics
C. Word-Analysis Skills and Vocabulary
Development
1. Knows the ways phonics, syntax, and semantics
interact as the reader constructs meaning
2. Knows methods for teaching students to apply
word-analysis skills independently
3. Knows how to help students read multisyllabic
words by using syllabication and structural
analysis
4. Knows how to help students use context clues for
a variety of purposes (e.g., identifying unfamiliar
words, determining the meaning of a word,
verifying the pronunciation of a homograph)
5. Knows instructional strategies for building and
extending vocabulary knowledge
6. Knows ways to help students make effective use
of a dictionary, thesaurus, glossary, and other
word-reference materials
D. Development of Reading Fluency and
Reading Comprehension
1. Knows instructional strategies for increasing
development of students’ automatic word
recognition, accuracy, and prosody for reading
fluency
2. Knows the linguistic, sociological, cultural,
cognitive, and psychological bases of the reading
process
33
Step 6: Review Study Topics
The Praxis® Study Companion
3. Is familiar with how the linguistic, sociological,
cultural, cognitive, and psychological bases of the
reading process inuence students’ reading
comprehension
4. Understands literal, inferential, and evaluative (i.e.,
critical) comprehension
5. Understands how to teach students reading
comprehension strategies
6. Knows the role of independent reading in the
development of reading comprehension and
fluency
7. Knows ways to promote independent reading in
and out of the classroom
8. Is familiar with ways to promote family and
community involvement in literacy activities
E. Reading Comprehension Strategies
Across Text Types
1. Knows how to promote students’ comprehension,
enjoyment, and appreciation of a variety of
genres.
2. Knows how to select a wide variety of literature at
appropriate reading levels to encourage
independent and reflective reading
3. Understands ways to help students comprehend
ction by using various reading strategies
4. Understands how different genres and types of
literature are used to improve students’
comprehension
5. Understands instructional strategies to help
students recognize different genres and types of
literature
6. Knows ways to strengthen students’
comprehension by developing their literary
response and analysis skills
7. Knows how to select and use a variety of
informational, descriptive, and persuasive
materials at appropriate reading levels to
promote students’ comprehension of nonction,
including content-area texts
8. Knows how to help students build on existing
knowledge through reading in the content areas
9. Understands how to help students apply
metacognitive strategies (before, during, and after
reading) to a variety of text types
10. Understands instructional strategies to help
students identify the author’s purpose
11. Understands instructional strategies to help
students distinguish main ideas and supporting
details in a nonction text
12. Knows ways to promote students’ recognition of
text features and organizational patterns to
comprehend nonction text
13. Is familiar with how digital media (e.g., electronic
books, podcasts, Internet) have an impact on
comprehension
14. Knows how to help students locate and use
evidence from texts to support their predictions,
opinions, and conclusions
Discussion areas: Reading Development
• How are decoding, fluency, and
comprehension related?
• What is the purpose of genre studies in
improving student comprehension of a
variety of texts?
• What strategies are most effective for
teaching students new vocabulary?
• What role does phonemic awareness play in
learning to read?
III. Writing in Support of Reading
A. Interdependence of Reading and Writing
Development
1. Understands the interdependence of reading and
writing development
2. Understands that writing is a developmental
process
3. Understands that spelling is developmental
4. Knows strategies to teach students to spell
correctly (e.g., recognizing common orthographic
patterns)
5. Knows instructional strategies to promote reading
comprehension through writing activities
6. Knows instructional strategies for teaching
students to use writing mechanics appropriately
7. Knows strategies for promoting students’ writing
development
8. Knows the teacher’s roles (e.g., modeling,
conferencing, providing feedback) in guiding
students through the recursive steps of the
writing process
9. Knows various methods of feedback for students
throughout the writing process (e.g.,
conferencing, peer editing, checklists, rubrics)
10. Knows the traits of high-quality writing (e.g.,
content, voice, word choice)
34
Step 6: Review Study Topics
The Praxis® Study Companion
11. Knows how to teach students to write in various
forms and for different audiences and purposes
B. Reading and Writing as Tools for Inquiry
and Research
1. Knows ways to teach students to use a variety of
sources (e.g., print, electronic, interview,
observation) as they conduct research
2. Knows ways to teach students research skills
3. Knows strategies for helping students make
effective use of reference materials and media
resources
4. Knows a variety of ways to develop students’ skills
in using technology to conduct and create nal
research products
5. Knows ways to evaluate and select a variety of
reference materials and media resources
Discussion areas: Writing in Support of
Reading
• How are the processes of reading and
writing related?
• What are the stages of spelling development
that students go through?
• What are important factors to consider when
choosing sources to use for research?
• What are the traits of high quality writing?
35The Praxis® Study Companion
Step 7: Review Smart Tips for Success
7. Review Smart Tips for Success
Follow test-taking tips developed by experts
Learn from the experts. Take advantage of the following answers to questions you may have and practical tips
to help you navigate the Praxis test and make the best use of your time.
Should I guess?
Yes. Your score is based on the number of questions you answer correctly, with no penalty or subtraction for an
incorrect answer. When you don’t know the answer to a question, try to eliminate any obviously wrong answers
and then guess at the correct one. Try to pace yourself so that you have enough time to carefully consider
every question.
Can I answer the questions in any order?
You can answer the questions in order or skip questions and come back to them later. If you skip a question,
you can also mark it so that you can remember to return and answer it later. Remember that questions left
unanswered are treated the same as questions answered incorrectly, so it is to your advantage to answer every
question.
Are there trick questions on the test?
No. There are no hidden meanings or trick questions. All of the questions on the test ask about subject matter
knowledge in a straightforward manner.
Are there answer patterns on the test?
No. You might have heard this myth: the answers on tests follow patterns. Another myth is that there will never
be more than two questions in a row with the correct answer in the same position among the choices. Neither
myth is true. Select the answer you think is correct based on your knowledge of the subject.
Can I write on the scratch paper I am given?
Yes. You can work out problems on the scratch paper, make notes to yourself, or write anything at all. Your
scratch paper will be destroyed after you are nished with it, so use it in any way that is helpful to you. But make
sure to select or enter your answers on the computer.
Smart Tips for Taking the Test
1. Skip the questions you nd extremely dicult. Rather than trying to answer these on your rst pass
through the test, you may want to leave them blank and mark them so that you can return to them later.
Pay attention to the time as you answer the rest of the questions on the test, and try to nish with 10 or
15 minutes remaining so that you can go back over the questions you left blank. Even if you don’t know
the answer the second time you read the questions, see if you can narrow down the possible answers, and
then guess. Your score is based on the number of right answers, so it is to your advantage to answer every
question.
36The Praxis® Study Companion
Step 7: Review Smart Tips for Success
2. Keep track of the time. The on-screen clock will tell you how much time you have left. You will probably
have plenty of time to answer all of the questions, but if you nd yourself becoming bogged down, you
might decide to move on and come back to any unanswered questions later.
3. Read all of the possible answers before selecting one. For questions that require you to select more
than one answer, or to make another kind of selection, consider the most likely answers given what the
question is asking. Then reread the question to be sure the answer(s) you have given really answer the
question. Remember, a question that contains a phrase such as “Which of the following does NOT …” is
asking for the one answer that is NOT a correct statement or conclusion.
4.
Check your answers. If you have extra time left over at the end of the test, look over each question and
make sure that you have answered it as you intended. Many test takers make careless mistakes that they
could have corrected if they had checked their answers.
5. Don’t worry about your score when you are taking the test. No one is expected to answer all of the
questions correctly. Your score on this test is not analogous to your score on the GRE® or other tests. It doesn’t
matter on the Praxis tests whether you score very high or barely pass. If you meet the minimum passing
scores for your state and you meet the state’s other requirements for obtaining a teaching license, you will
receive a license. In other words, what matters is meeting the minimum passing score. You can nd passing
scores for all states that use the Praxis tests at http://www.ets.org/s/praxis/pdf/passing_scores.pdf or on
the web site of the state for which you are seeking certication/licensure.
6. Use your energy to take the test, not to get frustrated by it. Getting frustrated only increases stress
and decreases the likelihood that you will do your best. Highly qualied educators and test development
professionals, all with backgrounds in teaching, worked diligently to make the test a fair and valid measure
of your knowledge and skills. Your state painstakingly reviewed the test before adopting it as a licensure
requirement. The best thing to do is concentrate on answering the questions.
37The Praxis® Study Companion
Step 8: Check on Testing Accommodations
8. Check on Testing Accommodations
See if you qualify for accommodations that may make it easier to take the Praxis test
What if English is not my primary language?
Praxis tests are given only in English. If your primary language is not English (PLNE), you may be eligible for
extended testing time. For more details, visit www.ets.org/praxis/register/plne_accommodations/.
What if I have a disability or other health-related need?
The following accommodations are available for Praxis test takers who meet the Americans with Disabilities Act
(ADA) Amendments Act disability requirements:
• Extended testing time
• Additional rest breaks
• Separate testing room
• Writer/recorder of answers
• Test reader
• Sign language interpreter for spoken directions only
• Perkins Brailler
• Braille slate and stylus
• Printed copy of spoken directions
• Oral interpreter
• Audio test
• Braille test
• Large print test book
• Large print answer sheet
• Listening section omitted
For more information on these accommodations, visit www.ets.org/praxis/register/disabilities.
Note: Test takers who have health-related needs requiring them to bring equipment, beverages, or snacks into
the testing room or to take extra or extended breaks must request these accommodations by following the
procedures described in the Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs (PDF),
which can be found at http://www.ets.org/s/disabilities/pdf/bulletin_supplement_test_takers_with_
disabilities_health_needs.pdf.
You can nd additional information on available resources for test takers with disabilities or health-related needs
at www.ets.org/disabilities.
38The Praxis® Study Companion
Step 9: Do Your Best on Test Day
9. Do Your Best on Test Day
Get ready for test day so you will be calm and condent
You followed your study plan. You prepared for the test. Now it’s time to prepare for test day.
Plan to end your review a day or two before the actual test date so you avoid cramming. Take a dry run to the
test center so you’re sure of the route, trac conditions, and parking. Most of all, you want to eliminate any
unexpected factors that could distract you from your ultimate goal—passing the Praxis test!
On the day of the test, you should:
• be well rested
• wear comfortable clothes and dress in layers
• eat before you take the test
• bring an acceptable and valid photo identication with you
• bring an approved calculator only if one is specically permitted for the test you are taking (see Calculator
Use, at http://www.ets.org/praxis/test_day/policies/calculators)
• be prepared to stand in line to check in or to wait while other test takers check in
You can’t control the testing situation, but you can control yourself. Stay calm. The supervisors are well trained
and make every eort to provide uniform testing conditions, but don’t let it bother you if the test doesn’t start
exactly on time. You will have the allotted amount of time once it does start.
You can think of preparing for this test as training for an athletic event. Once you’ve trained, prepared, and
rested, give it everything you’ve got.
What items am I restricted from bringing into the test center?
You cannot bring into the test center personal items such as:
• handbags, knapsacks, or briefcases
• water bottles or canned or bottled beverages
• study materials, books, or notes
• pens, pencils, scrap paper, or calculators, unless specically permitted for the test you are taking (see
Calculator Use, at http://www.ets.org/praxis/test_day/policies/calculators)
• any electronic, photographic, recording, or listening devices
Personal items are not allowed in the testing room and will not be available to you during the test or during
breaks. You may also be asked to empty your pockets. At some centers, you will be assigned a space to store
your belongings, such as handbags and study materials. Some centers do not have secure storage space
available, so please plan accordingly.
Test centers assume no responsibility for your personal items.
39The Praxis® Study Companion
Step 9: Do Your Best on Test Day
If you have health-related needs requiring you to bring equipment, beverages or snacks into the testing
room or to take extra or extended breaks, you need to request accommodations in advance. Procedures for
requesting accommodations are described in the Bulletin Supplement for Test Takers with Disabilities or
Health-related Needs (PDF).
Note: All cell phones, smart phones (e.g., Android® devices, iPhones®, etc.), and other electronic, photographic,
recording, or listening devices are strictly prohibited from the test center. If you are seen with such a device, you
will be dismissed from the test, your test scores will be canceled, and you will forfeit your test fees. If you are
seen using such a device, the device will be conscated and inspected. For more information on what you can
bring to the test center, visit www.ets.org/praxis/test_day/bring.
Are You Ready?
Complete this checklist to determine whether you are ready to take your test.
❒ Do you know the testing requirements for the license or certication you are seeking in the state(s) where
you plan to teach?
❒ Have you followed all of the test registration procedures?
❒ Do you know the topics that will be covered in each test you plan to take?
❒ Have you reviewed any textbooks, class notes, and course readings that relate to the topics covered?
❒ Do you know how long the test will take and the number of questions it contains?
❒ Have you considered how you will pace your work?
❒ Are you familiar with the types of questions for your test?
❒ Are you familiar with the recommended test-taking strategies?
❒ Have you practiced by working through the practice questions in this study companion or in a study
guide or practice test?
❒ If constructed-response questions are part of your test, do you understand the scoring criteria for
these questions?
❒ If you are repeating a Praxis test, have you analyzed your previous score report to determine areas where
additional study and test preparation could be useful?
If you answered “yes” to the questions above, your preparation has paid o. Now take the Praxis test, do your
best, pass it—and begin your teaching career!
40The Praxis® Study Companion
Step 10: Understand Your Scores
10. Understand Your Scores
Understand how tests are scored and how to interpret your test scores
Of course, passing the Praxis test is important to you so you need to understand what your scores mean and
what your state requirements are.
What are the score requirements for my state?
States, institutions, and associations that require the tests set their own passing scores. Visit
www.ets.org/praxis/states for the most up-to-date information.
If I move to another state, will my new state accept my scores?
The Praxis tests are part of a national testing program, meaning that they are required in many states for
licensure. The advantage of a national program is that if you move to another state that also requires Praxis tests,
you can transfer your scores. Each state has specic test requirements and passing scores, which you can nd at
www.ets.org/praxis/states.
How do I know whether I passed the test?
Your score report will include information on passing scores for the states you identied as recipients of your
test results. If you test in a state with automatic score reporting, you will also receive passing score information
for that state.
A list of states and their passing scores for each test are available online at www.ets.org/praxis/states.
What your Praxis scores mean
You received your score report. Now what does it mean? It’s important to interpret your score report correctly
and to know what to do if you have questions about your scores.
Visit http://www.ets.org/s/praxis/pdf/sample_score_report.pdf to see a sample score report.
To access Understanding Your Praxis Scores, a document that provides additional information on how to read
your score report, visit www.ets.org/praxis/scores/understand.
Put your scores in perspective
Your score report indicates:
• Your score and whether you passed
• The range of possible scores
• The raw points available in each content category
• The range of the middle 50 percent of scores on the test
If you have taken the same Praxis test or other Praxis tests in the last 10 years, your score report also lists the
highest score you earned on each test taken.
41The Praxis® Study Companion
Step 10: Understand Your Scores
Content category scores and score interpretation
Questions on the Praxis tests are categorized by content. To help you in future study or in preparing to retake
the test, your score report shows how many raw points you earned in each content category. Compare your
“raw points earned” with the maximum points you could have earned (“raw points available”). The greater the
difference, the greater the opportunity to improve your score by further study.
Score scale changes
ETS updates Praxis tests on a regular basis to ensure they accurately measure the knowledge and skills that are
required for licensure. When tests are updated, the meaning of the score scale may change, so requirements
may vary between the new and previous versions. All scores for previous, discontinued tests are valid and
reportable for 10 years, provided that your state or licensing agency still accepts them.
These resources may also help you interpret your scores:
• Understanding Your Praxis Scores (PDF), found at www.ets.org/praxis/scores/understand
• The Praxis Passing Scores (PDF), found at www.ets.org/praxis/scores/understand
• State requirements, found at www.ets.org/praxis/states
42The Praxis® Study Companion
Appendix: Other Questions You May Have
Appendix: Other Questions You May Have
Here is some supplemental information that can give you a better understanding of the Praxis tests.
What do the Praxis tests measure?
The Praxis tests measure the specic knowledge and skills that beginning teachers need. The tests do not
measure an individual’s disposition toward teaching or potential for success, nor do they measure your actual
teaching ability. The assessments are designed to be comprehensive and inclusive but are limited to what can
be covered in a nite number of questions and question types. Teaching requires many complex skills that are
typically measured in other ways, including classroom observation, video recordings, and portfolios.
Ranging from Agriculture to World Languages, there are more than 80 Praxis tests, which contain selected-
response questions or constructed-response questions, or a combination of both.
Who takes the tests and why?
Some colleges and universities use the Praxis Core Academic Skills for Educators tests (Reading, Writing, and
Mathematics) to evaluate individuals for entry into teacher education programs. The assessments are generally
taken early in your college career. Many states also require Core Academic Skills test scores as part of their
teacher licensing process.
Individuals entering the teaching profession take the Praxis content and pedagogy tests as part of the teacher
licensing and certication process required by many states. In addition, some professional associations and
organizations require Praxis Subject Assessments for professional licensing.
Do all states require these tests?
The Praxis tests are currently required for teacher licensure in approximately 40 states and United States
territories. These tests are also used by several professional licensing agencies and by several hundred colleges
and universities. Teacher candidates can test in one state and submit their scores in any other state that requires
Praxis testing for licensure. You can nd details at www.ets.org/praxis/states.
What is licensure/certication?
Licensure in any area—medicine, law, architecture, accounting, cosmetology—is an assurance to the public that
the person holding the license possesses sufficient knowledge and skills to perform important occupational
activities safely and effectively. In the case of teacher licensing, a license tells the public that the individual has
met predened competency standards for beginning teaching practice.
Because a license makes such a serious claim about its holder, licensure tests are usually quite demanding. In
some elds, licensure tests have more than one part and last for more than one day. Candidates for licensure
in all elds plan intensive study as part of their professional preparation. Some join study groups, others study
alone. But preparing to take a licensure test is, in all cases, a professional activity. Because a licensure exam
surveys a broad body of knowledge, preparing for a licensure exam takes planning, discipline, and sustained
effort.
Why does my state require the Praxis tests?
Your state chose the Praxis tests because they assess the breadth and depth of content—called the “domain”—
that your state wants its teachers to possess before they begin to teach. The level of content knowledge,
reflected in the passing score, is based on recommendations of panels of teachers and teacher educators in
43The Praxis® Study Companion
Appendix: Other Questions You May Have
each subject area. The state licensing agency and, in some states, the state legislature ratify the passing scores
that have been recommended by panels of teachers.
How were the tests developed?
E T S consulted with practicing teachers and teacher educators around the country during every step of
the Praxis test development process. First, E T S asked them what knowledge and skills a beginning teacher
needs to be effective. Their responses were then ranked in order of importance and reviewed by hundreds of
teachers.
After the results were analyzed and consensus was reached, guidelines, or specications, for the selected-
response and constructed-response tests were developed by teachers and teacher educators. Following these
guidelines, teachers and professional test developers created test questions that met content requirements and
E T S Standards for Quality and Fairness.*
When your state adopted the research-based Praxis tests, local panels of teachers and teacher educators
evaluated each question for its relevance to beginning teachers in your state. During this “validity study,” the
panel also provided a passing-score recommendation based on how many of the test questions a beginning
teacher in your state would be able to answer correctly. Your state’s licensing agency determined the nal
passing-score requirement.
E T S follows well-established industry procedures and standards designed to ensure that the tests measure what
they are intended to measure. When you pass the Praxis tests your state requires, you are proving that you have
the knowledge and skills you need to begin your teaching career.
How are the tests updated to ensure the content remains current?
Praxis tests are reviewed regularly. During the rst phase of review, E T S conducts an analysis of relevant state
and association standards and of the current test content. State licensure titles and the results of relevant
job analyses are also considered. Revised test questions are then produced following the standard test
development methodology. National advisory committees may also be convened to review and revise existing
test specications and to evaluate test forms for alignment with the specications.
How long will it take to receive my scores?
Scores for tests that do not include constructed-response questions are available on screen immediately after
the test. Scores for tests that contain constructed-response questions or essays aren’t available immediately after
the test because of the scoring process involved. Official score reports are available to you and your designated
score recipients approximately two to three weeks after the test date for tests delivered continuously, or two to
three weeks after the testing window closes for other tests. See the test dates and deadlines calendar at www.
ets.org/praxis/register/centers_dates for exact score reporting dates.
Can I access my scores on the web?
All test takers can access their test scores via My Praxis Account free of charge for one year from the posting
date. This online access replaces the mailing of a paper score report.
The process is easy—simply log into My Praxis Account at www.ets.org/praxis and click on your score report. If
you do not already have a Praxis account, you must create one to view your scores.
Note: You must create a Praxis account to access your scores, even if you registered by mail or phone.
* E T S Standards for Quality and Fairness (2014, Princeton, N.J.) are consistent with the Standards for Educational and Psychological
Testing, industry standards issued jointly by the American Educational Research Association, the American Psychological Association, and
the National Council on Measurement in Education (2014, Washington, D.C.).
Your teaching career is worth preparing for, so start today!
Let the Praxis® Study Companion guide you.
Copyright © 2016 by Educational Testing Service. All rights reserved. E T S, the E T S logo, PRAXis, and GRE
are registered trademarks of Educational Testing Service (E T S). MEASURING THE POWER OF LEARNING is a trademark of ETS.
All other trademarks are property of their respective owners.
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that meet your specic needs, visit:
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