Reading K–12

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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 11%
4 Knowledge of learning environments and procedures that support reading 10%
5 Knowledge of oral and written language acquisition and reading and writing development 12%
6 Knowledge of phonological awareness, phonics, and word recognition based on the science of reading 12%
7 Knowledge of vocabulary acquisition and use based on the science of reading 12%
8 Knowledge of reading fluency and reading comprehension based on the science of reading 13%
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 reading research that is evidence based.

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

  3. Distinguish theories of reading processes and development as they relate to instructional applications.

Competency 2—Knowledge of text types and structures

  1. Apply methods for instructing students to use text structures and text features to assist in understanding literary and informational texts.

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

  3. Evaluate and select appropriate texts to reflect and support the backgrounds of all 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 grade levels and complexity for all learners using qualitative, quantitative, and student-centered components of text complexity.

Competency 3—Knowledge of reading assessment and evaluation

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

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

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

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

  5. Analyze and use student data from multiple informal and formal reading and writing assessments to inform flexible groupings, differentiate instruction, and develop individual student goals for all learners.

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 all learners across content areas.

  3. Evaluate and select evidence-based practices to motivate all learners toward academic and personal reading.

  4. Identify technology that incorporates evidence-based practices to support student-centered learning and establish an information-rich environment.

  5. Determine organizational structures (e.g., whole group, small group, individualized) and classroom management practices to support implementation of evidence-based practices for all learners.

  6. Evaluate and select methods of evidence-based intervention for students who have not mastered grade-level English Language Arts Standards.

Competency 5—Knowledge of oral and written language acquisition and reading and writing development

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

  2. Identify and apply the concepts related to written language acquisition.

  3. Identify and apply evidence-based practices grounded in the science of reading to develop students' reading and writing skills.

  4. Apply evidence-based practices for developing narrative, argumentative, and expository writing.

  5. Apply evidence-based practices for developing oral and written language, phonological awareness, print concepts, alphabet knowledge, decoding skills, fluency, vocabulary, and comprehension.

Competency 6—Knowledge of phonological awareness, phonics, and word recognition based on the science of reading

  1. Identify the concepts related to phonological awareness and word-recognition development.

  2. Apply evidence-based practices for developing phonemic awareness for all learners.

  3. Apply evidence-based practices for developing phonics knowledge and decoding skills for all learners.

  4. Apply evidence-based practices for developing word-analysis skills for decoding and encoding monosyllabic and multisyllabic words for all learners.

  5. Apply evidence-based practices for teaching high-frequency words, sight words, temporarily irregular words, and irregular words for all learners.

Competency 7—Knowledge of vocabulary acquisition and use based on the science of reading

  1. Identify the concepts of vocabulary acquisition and use, such as the use of context and connotations, morphology, and background knowledge to determine the meaning of unknown words.

  2. Evaluate and select evidence-based practices for vocabulary acquisition and use in speaking and listening, reading, and writing for all learners.

  3. Apply appropriate evidence-based practices for developing the use of independent word-learning strategies for all learners, such as the use of context and connotations, morphology, and background knowledge to determine the meaning of unknown words.

  4. Apply evidence-based practices for developing all learners' ability to use conversational, academic, and domain-specific words and phrases.

Competency 8—Knowledge of reading fluency and reading comprehension based on the science of reading

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

  2. Apply evidence-based practices for developing fluent reading and comprehension.

  3. Evaluate and select evidence-based practices for teaching skills and developing strategies for comprehension and analysis of informational texts.

  4. Evaluate and select evidence-based practices for teaching skills and developing strategies for comprehension and analysis of literary texts.

  5. Apply evidence-based practices for developing metacognition (e.g., making and confirming predictions, asking questions, inferring, summarizing, paraphrasing) and critical thinking for all learners.

  6. Apply evidence-based practices for engaging students in collaborative, text-based discussions about literary and informational print and nonprint texts.

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

  1. Evaluate and select approaches for involving stakeholders, including caregivers, in reading initiatives and education for all learners.

  2. Interpret reading policies, program information, and assessment data for dissemination among stakeholders.

  3. Evaluate instructional materials for comprehensive reading programs and reading intervention programs for all learners.

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

  5. Interpret reading data and program evaluation results to modify and improve curricular content and instruction through professional learning.

  6. Determine effective methods for directing, supporting, or collaborating with professionals, paraprofessionals, tutors, and volunteers to assist in reading instruction for all learners.