Praxis Teaching Reading: Elementary (5205) practice test

A first-grade teacher uses decodable texts that contain only previously taught letter-sound patterns. The primary purpose of decodable texts is to:

A young reader reliably recognizes many words automatically and can decode unfamiliar words, but reads slowly and with little expression. This reader most needs instruction focused on:

Before reading a science text, a teacher introduces key terms by giving student-friendly definitions and connecting them to images and prior knowledge. This instructional practice is best described as:

A teacher teaches students to monitor their understanding while reading and to reread when something does not make sense. This metacognitive strategy is known as:

A teacher administers a phonics screening to identify exactly which letter-sound correspondences a struggling reader has not yet mastered. This type of assessment is best described as:

Which classroom practice would most effectively build the oral reading fluency of a second-grade student?

A kindergarten student understands that the letter m makes the /m/ sound and that letters can be combined to spell words. This student is demonstrating understanding of the:

A teacher helps students recognize that the suffix -less means without, so a word like fearless means without fear. This instruction develops students' knowledge of:

A teacher uses assessment data to form small groups, provides each group with appropriately leveled texts, and adjusts group membership as students grow. This practice is best described as:

According to the Simple View of Reading, a student who decodes accurately but has weak comprehension most likely has a relative weakness in:

Before students read an informational chapter, a teacher has them preview the headings, captions, and bold terms. The primary purpose of this previewing is to:

A teacher gives a struggling reader a brief weekly oral reading fluency probe and graphs the results to evaluate whether an intervention is working. This practice is an example of:

A teacher explains that in the word cake, the silent e at the end makes the vowel a say its long sound. This pattern is commonly taught as the:

A preschooler points to print while pretending to read and recognizes that the squiggles on a sign carry a message. This child is developing:

A teacher uses a graphic organizer with sections for characters, setting, problem, and resolution while students read a story. This organizer helps students attend to:

A teacher asks students to retell a story they have just read in their own words. A complete retelling primarily provides evidence of a student's:

When teaching reading comprehension to an English language learner, the most effective practice is to:

A teacher provides students with choice in reading materials, sets aside time for independent reading, and discusses books in engaging ways. The primary goal of these practices is to:

A teacher teaches students that a closed syllable ends in a consonant and usually has a short vowel sound, as in the word cat. Teaching syllable types primarily helps students: