Overview
This lecture provides an overview of the TExES Science of Teaching Reading (293) exam, its framework, domains, competencies, and the knowledge and skills required for effective reading instruction and assessment in Texas public schools.
Exam Overview
- Exam: Science of Teaching Reading (293); Computer-administered, 5 hours.
- 90 selected-response and 1 constructed-response question.
- Content covers PreK–Grade 6, focusing on knowledge for entry-level educators.
- Only scored questions count towards the final scaled score.
Domains and Weightings
- Domain I: Reading Pedagogy (13%)
- Domain II: Reading Development: Foundational Skills (43%)
- Domain III: Reading Development: Comprehension (24%)
- Domain IV: Analysis and Response (20%)
- Each domain is defined by competencies, each with statements and detailed skills.
Domain I: Reading Pedagogy
- Understand research-based reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- Know Texas Prekindergarten Guidelines and TEKS for ELAR.
- Integrate listening, speaking, reading, writing, and thinking in instruction.
- Recognize stages of reading and spelling development.
- Plan differentiated, systematic, evidence-based instruction; use assessments to guide teaching.
- Understand MTSS and RtI models; identify and support dyslexia and dysgraphia.
- Use assets-based approaches and collaborate with families.
- Use and evaluate instructional technology and curricular resources.
Domain II: Foundational Skills
- Assess and support oral language development, including English learners and students with diverse needs.
- Promote and assess phonological and phonemic awareness, distinguishing between the two.
- Develop print concepts, alphabet knowledge, and understanding of the alphabetic principle.
- Teach explicit, systematic phonics and word identification, including high-frequency words and spelling.
- Promote syllabication, morphemic analysis, and accurate decoding of multisyllabic words.
- Foster fluency through accuracy, rate, and prosody.
Domain III: Comprehension
- Assess and plan instruction for vocabulary and comprehension development using authentic texts.
- Teach vocabulary tiers, etymology, word-learning strategies, and word consciousness.
- Address comprehension at multiple levels (literal, inferential, evaluative) in both literary and informational texts.
- Use research-based strategies for listening, reading, and responding to a variety of genres.
- Support differentiation and critical thinking in text analysis.
Domain IV: Analysis and Response
- Accurately analyze and interpret reading assessment data for individual students.
- Identify significant needs in foundational skills and comprehension with evidence.
- Select and describe effective, research-based instructional interventions.
- Explain and justify chosen intervention strategies based on assessment data.
Key Terms & Definitions
- Phonemic Awareness — Ability to hear and manipulate individual sounds in words.
- Alphabetic Principle — Understanding that letters represent sounds in spoken language.
- Fluency — Reading with speed, accuracy, and proper expression.
- Morphemic Analysis — Decoding words by analyzing roots, prefixes, and suffixes.
- MTSS (Multi-Tiered Systems of Support) — Tiered framework for instructional intervention and support.
- TEKS — Texas Essential Knowledge and Skills, state standards for curriculum.
Action Items / Next Steps
- Review Texas Prekindergarten Guidelines and TEKS for ELAR.
- Practice differentiating instruction and assessment for diverse learners.
- Familiarize with research-based reading instruction and assessment strategies.
- Prepare to analyze assessment data and develop written responses.