Praxis Teaching Reading: K-12 study guide
Praxis Teaching Reading: K-12 · Work through your exam, one topic at a time.
Teaching Reading: K-12 is a Praxis Subject Assessment delivered by ETS, the same organization behind the Praxis Core and other educator-certification tests. The exam is built for candidates seeking a reading or literacy license, or a teaching license that carries reading endorsement, and it samples the full K-12 range rather than a single grade band. The Praxis Teaching Reading: K-12 study guide has 5 sections and about 1,685 words.
01Foundational Knowledge and Emergent Literacy
Foundational Knowledge and Emergent Literacy covers how reading develops before and during early instruction: oral language, concepts of print, phonological and phonemic awareness, alphabet knowledge, and the models the exam uses to explain reading acquisition. Expect items that ask you to place a child in a phase, name a missing precursor, or select instruction that fits a model.
358 words, about 2 min02Word Analysis and Fluency
Items probe the English orthographic system and how children learn to decode it automatically: phonics scope and sequence, syllable types and division, morphology, high-frequency word learning, and fluency (accuracy, rate, prosody). About 44 phonemes are represented by 26 letters, singly and in combinations: consonant digraphs (sh, ch, th), blends (bl, str), vowel teams (ai, ee, oa), diphthongs (oi, ou), r-controlled vowels, silent-e, and schwa in unaccented syllables.
344 words, about 2 min03Vocabulary and Comprehension
Vocabulary breadth and depth, explicit word instruction, and the comprehension strategies plus knowledge base that produce meaning. Items ask you to classify a word by tier, choose an instructional routine, or match a strategy to a comprehension demand.
344 words, about 2 min04Reading Assessment and Instruction
Assessment purposes and tools, interpretation of scores, and the instructional decisions that follow - grouping, intervention, and differentiation within an MTSS/RTI framework. Screening: brief, predicts risk (e.g., DIBELS/Acadience letter-naming fluency, ORF).
300 words, about 2 min05Reading in the Content Areas and Diverse Learners
How reading changes as texts get harder and more specialized, and how to adapt instruction for English learners, students with disabilities, and speakers of nonstandard dialects. Content-area literacy applies general strategies (summarizing, graphic organizers, vocabulary support) across subjects.
339 words, about 2 min