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TExES Science of Teaching Reading (293) Resources
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Understanding the exact breakdown of the TExES Science of Teaching Reading test will help you know what to expect and how to most effectively prepare. The TExES Science of Teaching Reading has 90 multiple-choice questions and 1 essay questions. The exam will be broken down into the sections below:
| TExES Science of Teaching Reading Exam Blueprint | ||
|---|---|---|
| Domain Name | % | Number of Questions |
| Reading Pedagogy | 13% | 12 |
| Reading Development: Foundational Skills | 43% | 39 |
| Reading Development: Comprehension | 24% | 22 |
| Analysis and Response | 20% | 18 |
TExES Science of Teaching Reading Study Tips by Domain
- Plan explicit, systematic instruction with a clear I do–We do–You do sequence; red flag: lessons that rely on “discovery” or worksheets without teacher modeling and corrective feedback.
- Align instructional decisions to screening/diagnostic data and document progress monitoring at a set interval (e.g., weekly for intensive tiers); common trap: changing programs without verifying fidelity or trend-line growth.
- Use evidence-based scaffolds (think-alouds, guided practice, cumulative review) and deliberately fade supports; red flag: permanent scaffolds that mask whether students can perform independently.
- Differentiate intensity (time, group size, explicitness) for multilingual learners, students with dyslexia characteristics, and struggling readers while keeping grade-level meaning; contraindication: reducing content to only below-grade texts as the primary support.
- Provide immediate, specific feedback tied to the target behavior (accuracy, rate, prosody, comprehension strategy use); common trap: praise-only feedback that doesn’t tell the student what to fix next.
- Design practice with distributed review and cumulative mixing of skills (spiral) rather than isolated units; red flag: mastery checks that ignore retention and transfer across texts and tasks.
- Ensure explicit instruction in phonological awareness progresses from larger units to phonemes (blend/segment/delete); red flag: relying on rhyming alone when students can’t segment phonemes.
- Teach systematic phonics with a clear scope-and-sequence (sound–symbol, blending/decoding, encoding/spelling); common trap: expecting students to infer patterns from leveled texts without direct instruction.
- Address irregular/heart words by mapping the regular parts to phonemes and noting the unexpected part; red flag: using only visual memorization or “look-say” strategies.
- Build automatic word recognition through repeated, accurate practice with decodable text aligned to taught patterns; priority rule: don’t move to fluency work until accuracy is solid.
- Develop fluency (rate, accuracy, prosody) via modeled reading, echo/choral reading, and repeated readings; red flag: timing students without feedback, which can reinforce errors.
- Strengthen academic language foundations (morphology, syllable types, and spelling generalizations) to support decoding multisyllabic words; common trap: treating prefixes/suffixes as vocabulary only rather than decoding and spelling tools.
- Prioritize explicit instruction in making inferences and citing text evidence; red flag: students answering with personal opinions that aren’t grounded in the text.
- Teach comprehension monitoring (stop, think, reread, clarify) and require a fix-up strategy when meaning breaks down; common trap: telling students to “read it again” without modeling what to do differently.
- Use text structure (cause/effect, compare/contrast, problem/solution, sequence) to support understanding of informational texts; priority rule: match graphic organizers and questions to the author’s structure, not the topic.
- Build academic vocabulary and background knowledge tied to the text before and during reading; threshold cue: if unknown key terms block meaning, preteach those words rather than simplifying the text.
- Support comprehension through purposeful questioning (literal, inferential, evaluative) with wait time and student talk; red flag: rapid-fire teacher questioning that results in one-word answers and minimal reasoning.
- Integrate fluency and comprehension by having students read, discuss, and summarize to confirm meaning; common trap: treating fluency practice as speed-only—accuracy and prosody must serve understanding.
- Start with the evidence in the student work first (errors, self-corrections, miscues) before selecting an intervention; red flag: choosing a strategy based on a label (e.g., “ELL” or “below level”) instead of observable data.
- Match the response to the likely source of difficulty (decoding/fluency vs. vocabulary/background knowledge vs. syntax vs. comprehension monitoring); common trap: assigning “more reading” when the work shows a foundational skill gap.
- Prioritize targeted, explicit instruction with immediate corrective feedback for skill deficits and use gradual release for strategy deficits; red flag: vague guidance like “try harder” or “sound it out” without modeling and practice.
- When analyzing assessment results, verify what the measure actually assesses (screening vs. diagnostic vs. progress monitoring) and use multiple data points; common trap: treating a single score as proof of mastery or failure.
- Choose instructional moves that are instructionally aligned to the goal and text demands (e.g., reduce cognitive load, preteach critical vocabulary, provide repeated reading, scaffold morphology); priority rule: scaffold just enough to preserve productive struggle—don’t replace the task with the support.
- Evaluate whether accommodations support access without changing the construct being measured; red flag: reading the entire passage aloud on a reading assessment when the goal is to assess decoding/word reading.
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These TExES Science of Teaching Reading practice exams are designed to simulate the real testing experience by matching question types, timing, and difficulty level. This approach helps you get comfortable not just with the exam content, but also with the testing environment, so you walk into your exam day focused and confident.
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TExES Science of Teaching Reading Aliases Test Name
Here is a list of alternative names used for this exam.
- TExES Science of Teaching Reading
- TExES Science of Teaching Reading test
- TExES Science of Teaching Reading Certification Test
- TEXES
- TEXES 293
- 293 test
- TExES Science of Teaching Reading (293)
- TExES Science of Teaching Reading certification
