Reading K–12
For Testing until 12/31/2023

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Competencies and Skills and Blueprint

The test design below describes general testing information. The blueprints that follow provide a detailed outline that explains the competencies and skills that this test measures.

Test Design

table describing the format of the test, including test time, number of questions, and required passing score
Format Computer-based test (CBT)
Number of Questions Approximately 80 multiple-choice questions
Time 2 hours and 30 minutes
Passing Score A scaled score of at least 200

 

Competencies, Skills, and Approximate Percentages of Questions

Pie chart of approximate test weighting outlined in the table below.



table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score
Competency Approximate Percentage of Total Test Questions
1 Knowledge of research and theories of reading processes 10%
2 Knowledge of text types and structures 10%
3 Knowledge of reading assessment and evaluation 10%
4 Knowledge of learning environments and procedures that support reading 10%
5 Knowledge of oral and written language acquisition and beginning reading 11%
6 Knowledge of phonics and word recognition 12%
7 Knowledge of vocabulary acquisition and use 12%
8 Knowledge of reading fluency and reading comprehension 15%
9 Knowledge of reading program development, implementation, and coordination 10%

Competencies and Skills

Competency 1—Knowledge of research and theories of reading processes

  1. Identify characteristics and sources of valid reading research.

  2. Identify foundational theorists and differentiate among theories of reading processes and development.

  3. Relate instructional applications to theories of reading processes and development.

Competency 2—Knowledge of text types and structures

  1. Identify text structures and text features of literary and informational texts.

  2. Differentiate among the characteristics, features, and elements of various literary and informational genres and formats of texts for reading and writing.

  3. Evaluate and select appropriate texts to reflect and support the backgrounds of diverse learners while matching texts to student interest.

  4. Determine criteria for evaluating and selecting both print and nonprint texts for instructional use.

  5. Evaluate and select texts at appropriate reading levels and text complexity for diverse learners.

Competency 3—Knowledge of reading assessment and evaluation

  1. Differentiate among characteristics of norm-referenced, criterion-referenced, and performance-based assessments used for screening, diagnosis, progress monitoring, and outcomes.

  2. Evaluate and select appropriate oral and written assessment instruments and practices using continuous text for monitoring individual student progress.

  3. Analyze and interpret data from multiple informal and formal reading and writing assessments to guide whole-group instruction.

  4. Analyze and interpret student data from multiple informal and formal reading and writing assessments to differentiate instruction and develop individual student goals for diverse learners.

  5. Identify characteristics of students at varying reading levels.

Competency 4—Knowledge of learning environments and procedures that support reading

  1. Apply appropriate grouping practices for specific instructional purposes in reading.

  2. Determine appropriate procedures and delivery methods to integrate speaking and listening, reading, writing, and viewing for diverse learners across content areas.

  3. Evaluate and select techniques for encouraging motivation and promoting positive attitudes of diverse learners toward academic and personal reading.

  4. Apply appropriate instructional methods to integrate technology, support student-centered learning, and establish an information-rich environment.

  5. Determine organizational and classroom management practices for multiple reading programs to support diverse learners.

  6. Evaluate and select methods of prevention and intervention for students who have not mastered grade-level language arts standards.

Competency 5—Knowledge of oral and written language acquisition and beginning reading

  1. Identify the concepts related to oral and written language acquisition.

  2. Identify the concepts related to beginning reading.

  3. Apply instructional methods for developing oral language, phonological awareness, concepts of print, alphabet knowledge, and written language development.

Competency 6—Knowledge of phonics and word recognition

  1. Identify the concepts related to word recognition development.

  2. Apply instructional methods for developing phonemic awareness and phonics knowledge for diverse learners.

  3. Apply instructional methods for developing word-analysis skills for decoding and encoding monosyllabic and multisyllabic words for diverse learners.

  4. Apply instructional methods for promoting the recognition of high frequency words, sight words, and irregularly spelled words for diverse learners.

Competency 7—Knowledge of vocabulary acquisition and use

  1. Identify the concepts of vocabulary acquisition and use.

  2. Evaluate and select instructional methods for vocabulary acquisition and use in speaking and listening, reading, and writing for diverse learners.

  3. Apply appropriate instructional methods for developing the use of independent word learning strategies for diverse learners.

  4. Apply appropriate instructional methods for developing and using conversational, general academic, and domain-specific words and phrases for diverse learners.

Competency 8—Knowledge of reading fluency and reading comprehension

  1. Identify the components of reading fluency that support comprehension.

  2. Apply appropriate instructional methods for developing fluent reading with purpose and understanding for diverse learners.

  3. Evaluate and select instructional methods for teaching skills and developing strategies for comprehension and analysis of informational texts.

  4. Evaluate and select instructional methods for teaching skills and developing strategies for comprehension and analysis of literary texts.

  5. Apply instructional methods for developing metacognition and critical thinking for diverse learners.

  6. Apply instructional methods for engaging students in evidence-based collaborative discussions about literary and informational print and nonprint texts.

  7. Apply instructional methods to develop study skills for comprehension of literary and informational texts for diverse learners.

Competency 9—Knowledge of reading program development, implementation, and coordination

  1. Evaluate and select approaches for involving stakeholders in reading initiatives for diverse learners.

  2. Evaluate and select approaches to increase caregiver involvement in reading education.

  3. Interpret reading policies, program information, and assessment data for the purpose of dissemination among stakeholders.

  4. Select and evaluate instructional materials for comprehensive reading programs and reading intervention programs for diverse learners.

  5. Identify criteria to determine the effectiveness of reading programs.

  6. Interpret school data and program evaluation results to modify and improve curriculum content and instruction through professional learning.

  7. Determine effective methods for coaching and supporting paraprofessionals, tutors, and volunteers to assist in reading instruction for diverse learners.