Foundations of Reading Test (FoRT) study plan

Map the five components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) and label which sub-skills of Domain 1 each one draws on

Define and contrast phonological awareness, phonemic awareness, and phonics with a self-written example of each

Transcribe the full English phoneme inventory and classify each consonant by place and manner of articulation

Explain the alphabetic principle and the difference between phonemic awareness tasks that require manipulation versus identification

Sequence the stages of spelling development (pre-alphabetic through derivational) and name one diagnostic behavior for each stage

Classify a self-generated list of 40 words by syllable type (closed, open, vowel-consonant-e, vowel team, r-controlled, consonant-le) and by syllable division pattern

Distinguish synthetic, analytic, and analogy-based phonics approaches and state when each is appropriate

Apply common orthographic rules (doubling, drop-e, y-to-i, pluralization) to unfamiliar words and justify each application

List the stages of oral language and literacy development and match each to typical grade bands

Identify the components of fluency (accuracy, rate, prosody) and describe how each is assessed and supported

Explain how vocabulary breadth and depth develop and how morphological awareness supports word learning

Contrast word-recognition models (simple view, automaticity, orthographic mapping) and state the instructional implication of each

Differentiate narrative and expository text structures and identify the signal words and graphic organizers that support each

Explain the construction-integration model of comprehension and where it breaks down for struggling readers

Describe the role of background knowledge, inference generation, and metacognition in comprehension

Outline the components of explicit comprehension strategy instruction (modeling, guided practice, gradual release)

Distinguish literal, inferential, and evaluative comprehension questions and write two of each for a short passage you compose

Explain how academic language and disciplinary literacy demands shift across content areas

Describe evidence-based approaches for building comprehension in diverse learners, including English learners

Identify the features of effective vocabulary instruction (contextual, morphemic, repeated exposure, active processing)

Classify screening, diagnostic, progress-monitoring, and summative assessments by purpose and timing

Interpret a running record, a spelling inventory, and a phonics screener and state the instructional decision each supports

Explain reliability, validity, and bias as they apply to reading assessment and describe how to select appropriate measures

Describe how to use assessment data to form flexible groups and adjust Tier 1 and Tier 2 instruction

Practice the constructed-response format by writing a timed 30-minute response to a self-created prompt on assessment-driven instruction

Build a reusable response template (claim, evidence from scenario, instructional principle, justification) and test it against two different prompts

Identify the scoring criteria likely applied to Domain 4 responses (accuracy, use of evidence, depth of reasoning, organization) and self-score your drafts against them

Revise one draft to strengthen evidence citation and eliminate unsupported claims

Take a full-length timed practice test and log every missed item by domain and sub-skill

Re-teach the three weakest sub-skills identified in the error log using your own notes and a written summary of each

Write one final timed constructed response under exam conditions and self-score it

Consolidate a one-page master review sheet of high-frequency concepts, terms, and contrasts across all four domains