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Understanding the exact breakdown of the OAE Reading (Subtests I & II) test will help you know what to expect and how to most effectively prepare. The OAE Reading (Subtests I & II) has 120 multiple-choice questions and 4 essay questions. The exam will be broken down into the sections below:
| OAE Reading (Subtests I & II) Exam Blueprint | |||
|---|---|---|---|
| Domain Name | % | Number of Questions |
|
| Field 038: Reading Subtest I | |||
| Reading Assessment | 34% | 20 | |
| Foundations of Reading Development | 32% | 19 | |
| Reading Development | 34% | 20 | |
| Field 039: Reading Subtest II | |||
| Comprehension | 34% | 20 | |
| Reading and Literature | 24% | 14 | |
| Reading Across the Curriculum | 42% | 25 | |
OAE Reading (Subtests I & II) Study Tips by Domain
- Know the subtest focus: foundational concepts that support instruction and assessment of reading in P–12; red flag—answering with literature-analysis strategies when the question is really about skills/structures of reading.
- Apply scientifically based reading research (e.g., phonological awareness → phonics → fluency → vocabulary → comprehension) and pick the earliest missing link; common trap—jumping to comprehension interventions when decoding is weak.
- Use phonological/phonemic awareness precision (segment, blend, delete, substitute) and attend to task difficulty; priority rule—manipulation tasks are harder than blending and often explain errors.
- Demonstrate phonics/word analysis knowledge (grapheme–phoneme correspondences, syllable types, morphology) and select instruction that matches the pattern; red flag—choosing a sight-word strategy for a systematic decoding deficit.
- Interpret informal assessment data (running records, error analysis, phonics inventories, fluency timings) to choose next instruction; common trap—using a single score without checking accuracy vs. rate vs. comprehension.
- Align instruction for diverse learners (ELLs, dyslexia risk, struggling readers) with explicit, systematic, cumulative teaching; contraindication—relying on three-cueing/context-guessing when the item signals decoding/orthographic mapping.
- Use multiple measures (screeners, diagnostic assessments, progress monitoring, outcome tests) and match purpose to tool—red flag: treating one benchmark score as a full diagnosis.
- Interpret data with basic technical quality in mind (validity, reliability, standard error of measurement)—common trap: over-interpreting small score changes that fall within the SEM.
- Apply decision rules consistently (cut scores, percentile ranks, performance levels) and document them—priority rule: don’t adjust cut scores ad hoc to “fit” a student you know.
- Analyze error patterns (miscues, phonics/decoding errors, fluency breakdowns, comprehension question types) to target instruction—red flag: reteaching everything when errors cluster in one subskill (e.g., vowel teams).
- Progress-monitor at an appropriate frequency and change instruction when the trend line misses the goal line—common trap: waiting until the end-of-term test to respond to inadequate growth.
- Ensure fair assessment practices (accommodations vs. modifications, language/cultural considerations) and preserve construct validity—contraindication: providing an accommodation that changes what the test is measuring (e.g., reading aloud a reading comprehension test when decoding is part of the construct).
- Use the “simple view of reading” as a priority rule: weak comprehension can come from decoding deficits, language-comprehension deficits, or both—don’t assume fluency alone fixes meaning-making.
- Track phonological awareness development from larger to smaller units (word → syllable → onset-rime → phoneme); red flag: students who can rhyme but cannot blend/segment phonemes need explicit phoneme-level work.
- Phonics instruction should be systematic and cumulative (sound–symbol correspondences, blending, and spelling patterns); common trap: teaching letter names as a substitute for teaching phoneme-grapheme mappings.
- Separate fluency components—accuracy, rate, and prosody—and use accuracy as a threshold; red flag: pushing speed when accuracy is low can entrench miscues and reduce comprehension.
- Build vocabulary through both breadth and depth (multiple meanings, morphology, and word relationships); priority cue: teach high-utility academic/morphological elements (e.g., prefixes/suffixes) rather than isolated low-frequency words.
- Support comprehension development with oral language foundations (syntax, discourse, background knowledge, and strategies); contraindication: heavy strategy instruction without knowledge-building often yields “strategy use” but no measurable comprehension gains.
- Sequence reading growth realistically (emergent → early → transitional → fluent) and expect decoding to lead comprehension in many learners; red flag: assuming strong oral vocabulary automatically means accurate word reading.
- Prioritize explicit, systematic phonics when students struggle with word recognition; common trap: assigning more independent reading time instead of targeted decoding instruction for persistent errors.
- Build automaticity through repeated reading and guided practice, but monitor accuracy first; threshold cue: if oral reading accuracy is below ~95% on grade-level text, shift to easier text and skill work rather than speed drills.
- Strengthen vocabulary and morphology (roots, prefixes, suffixes) as texts become more complex; red flag: teaching long word lists without multiple exposures, student-friendly definitions, and meaningful use.
- Develop comprehension strategies (predict, question, summarize, infer) alongside knowledge building; priority rule: address background knowledge gaps before blaming a student’s “strategy use” for poor understanding.
- Differentiate for English learners, students with dyslexia risk, and varied dialects by separating language proficiency from decoding skill; common trap: treating accent or dialect features as reading errors during oral reading analysis.
- Expect applied analysis of readers, texts, and tasks using evidence from a passage or vignette; common trap: answering from personal preference instead of what the data/text explicitly supports.
- Use assessment results (e.g., running records, miscues, comprehension checks) to choose targeted next steps; red flag: selecting an intervention that doesn’t match the identified need (skill vs. strategy vs. knowledge).
- Match comprehension instruction to text structure and purpose (narrative vs. informational, compare/contrast, cause/effect); priority rule: teach the structure before expecting students to summarize or infer effectively.
- Plan vocabulary instruction with tiered focus and context/morphology support; common trap: relying on dictionary definitions alone rather than using context clues plus meaningful student use.
- Address fluency (accuracy, rate, prosody) as a bridge to comprehension, especially with grade-level texts; red flag: pushing speed drills when accuracy or phrasing is the real constraint.
- Integrate reading and writing to deepen understanding (evidence-based responses, text-dependent questions); contraindication: prompts that allow opinions without requiring specific textual evidence.
- Distinguish literal, inferential, and evaluative comprehension; a common trap is answering an inference question with a quoted fact that doesn’t address the implied meaning.
- Use text structure (cause/effect, compare/contrast, problem/solution, sequence) to locate main idea and key details; red flag: selecting a “topic” statement instead of a main idea that includes what the author says about the topic.
- Interpret author’s purpose, tone, and point of view using specific language cues; priority rule: justify choices with evidence from diction and details, not personal agreement.
- Teach comprehension monitoring (predict, clarify, question, summarize) and fix-up strategies; contraindication: telling students to “read it again” without a targeted strategy (e.g., reread a paragraph to resolve a pronoun reference).
- Integrate vocabulary-in-context and figurative language into meaning-making; common trap: choosing a dictionary definition when context signals a figurative or domain-specific meaning.
- Support comprehension for diverse learners (ELLs, students with decoding limits) with scaffolds like previewing, chunking, and graphic organizers; red flag: lowering text complexity without maintaining the same comprehension objective.
- Distinguish literary elements (plot, conflict, setting, characterization) from author’s craft (diction, imagery, syntax) and cite text evidence; red flag: answering with theme-only generalities without a specific passage detail.
- Analyze how point of view and narration shape meaning (e.g., unreliable narrator, limited vs. omniscient); common trap: treating first-person as automatically reliable or equating author with narrator.
- Interpret theme and central ideas by tracking how they develop across the whole text; priority rule: choose the theme statement best supported by multiple moments, not a single striking quote.
- Evaluate figurative language and symbolism in context (metaphor, irony, allusion) and explain its effect on tone and meaning; red flag: defining a device correctly but not linking it to what it changes in the passage.
- Compare texts/genres (fiction, drama, poetry, literary nonfiction) using structure and conventions; common trap: using plot similarities alone instead of focusing on how form (e.g., stanza, stage directions) drives interpretation.
- Support responses with accurate, relevant evidence and avoid over-quoting; threshold cue: one well-chosen paraphrase or brief quote tied to analysis is stronger than multiple quotations without explanation.
- Match text complexity to purpose and students’ reading levels using multiple measures (quantitative + qualitative + task); red flag: relying only on Lexile/grade band and ignoring knowledge demands.
- Teach discipline-specific text structures (e.g., lab report, historical argument, math word problem) and the strategies that fit them; common trap: using the same generic “main idea” approach for every subject.
- Preteach and reinforce academic + domain vocabulary through morphology and context, not isolated memorization; priority rule: focus on high-utility Tier 2 terms plus essential Tier 3 terms for the unit.
- Use guided reading of informational and technical texts with purposeful annotation and evidence tracking; red flag: students highlighting everything without a specific question or claim to answer.
- Integrate writing-to-read routines (summaries, claims with evidence, explanations) aligned to content objectives; common trap: asking for personal responses when the task requires text-based analysis.
- Support comprehension for diverse learners (ELLs, students with disabilities) via scaffolds that fade (sentence frames, graphic organizers, chunking) while maintaining rigor; contraindication: reducing the task to copying or over-simplified text that removes key concepts.
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OAE Reading (Subtests I & II) Aliases Test Name
Here is a list of alternative names used for this exam.
- OAE Reading (Subtests I & II)
- OAE Reading (Subtests I & II) test
- OAE Reading (Subtests I & II) Certification Test
- OAE Reading test
- OAE
- OAE 038/039
- 038/039 test
- OAE Reading (Subtests I & II) (038/039)
- Reading (Subtests I & II) certification
