Praxis Teaching Reading: Elementary study guide
Praxis Teaching Reading: Elementary · Work through your exam, one topic at a time.
Teaching Reading: Elementary (5205) is a Praxis Subject Assessment from ETS used by states and educator preparation programs as part of the licensure process for reading teachers. ETS describes the test as being "For a beginning teacher to support reading and writing development in kindergarten through sixth-grade students," so the intended candidate is someone preparing to teach literacy in elementary grades, typically K–6. The Praxis Teaching Reading: Elementary study guide has 5 sections and about 1,564 words.
01Foundational Skills and Knowledge about Reading
Reading development is best understood through the Simple View of Reading: comprehension is the product of decoding (word recognition) and linguistic comprehension. Scarborough's Reading Rope adds the strands that become increasingly intertwined-phonological awareness, phonics, fluency, vocabulary, background knowledge, syntax, and comprehension strategies.
319 words, about 2 min02Foundational Reading Skills: Development and Instruction
Early reading instruction should be explicit, systematic, sequential, and cumulative . A phonics scope and sequence introduces high-utility letter-sound correspondences first, reviews previously taught skills, and moves from simple to complex (single letters, digraphs, blends, vowel teams, syllable types, morphology).
311 words, about 2 min03Vocabulary and Comprehension: Development and Instruction
Vocabulary knowledge is a strong predictor of comprehension. Instruction should include direct teaching of Tier 2 words (high-frequency, cross-domain words such as contrast or scarce ), student-friendly definitions, examples and non-examples, multiple exposures, and opportunities to use words in speaking and writing.
313 words, about 2 min04Reading Assessment and Intervention
Know four purposes: screening identifies who may be at risk; diagnostic assessment pinpoints specific strengths and needs; progress monitoring checks response to intervention frequently; summative/outcome assessment evaluates overall achievement. Distinguish norm-referenced tests (compare to peers) from criterion-referenced tests (compare to a standard).
320 words, about 2 min05Reading and Writing in the Content Areas
Content-area reading is not generic comprehension applied to textbooks. Disciplinary literacy means teaching the ways of reading, writing, and reasoning specific to a discipline: how scientists use evidence and diagrams, how historians evaluate sources and corroborate accounts, how mathematicians read proofs and word problems.
301 words, about 2 min