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TExES Science of Teaching Reading Practice Test

Unofficial practice for TExES Science of Teaching Reading (293), by competency, with a public source under every answer.

Which word ends in one of the inflectional endings that the Grade 2 TEKS list for decoding?

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Unofficial practice questions, not affiliated with the Texas Education Agency or Pearson. Bank checked October 15, 2026.

Written-response prompts to print 15 lines, made to print

TExES Science of Teaching Reading: written-response practice

Name ____ Date ____

Choose one student. Read the records, then write a response that covers the six parts listed first. Unofficial practice prompts; the students are invented and none is from the real exam.

What a response covers

  • One significant need in a foundational reading skill (phonemic awareness, phonics, high-frequency words, syllabication, morphemic analysis, automaticity or fluency), with specific examples from the student's records.
  • One instructional strategy or intervention that addresses that need, described accurately.
  • Why that strategy would be effective for this student, reasoned from what you know of foundational reading skills.
  • One significant need in reading comprehension (vocabulary, sentence structure, literal, inferential or evaluative comprehension, use of strategies, or text analysis), with specific examples from the student's records.
  • One instructional strategy or intervention that addresses the comprehension need, described accurately.
  • Why that strategy would be effective for this student, reasoned from what you know of reading comprehension.

Student 1: Grade 1, January

  • Word reading check Diego reads 18 of 20 words such as map, sit and hen correctly. He reads 6 of 20 words that hold a consonant digraph or blend: he says 'sip' for ship, 'fog' for frog, 'kin' for chin and 'top' for stop.
  • Oral reading of a decodable passage He reads one word at a time. At then, crash and brush he stops, looks at the picture and says a word that begins with the same letter.
  • After a story the teacher read aloud He names both characters and the setting and retells the events in order. Asked why the girl hid her kite, he says, 'Because she hid it.' The story shows, without saying so, that she feared it would be taken.

Student 2: Grade 2, March

  • Oral reading of a grade-level passage Amara reads nearly every word correctly, but she pauses after each word, reads through periods without stopping and keeps one flat tone from start to finish.
  • Two-syllable word list She reads sunset, napkin and picnic correctly. For robot, tiger and music she gives the first vowel its short sound ('rob-ot', 'tig-er', 'mus-ic') and does not correct herself.
  • Questions after reading an informational passage silently She answers four of four questions whose answers are stated in one sentence. Asked for the central idea, she reads the first sentence aloud. She cannot say what the section headings tell a reader.

Student 3: Grade 3, October

  • Oral reading of a grade-level passage Lucy reads accurately, at a conversational pace and with expression.
  • Spelling in a journal entry She writes 'smileing', 'cryed', 'runing' and 'happyness'. On a separate list she spells smile, cry, run and happy correctly.
  • Written response to a fable She writes, 'This story is about a crow and a pitcher.' Asked what parched means in 'the parched crow', she says, 'I don't know,' though the next sentence says the crow had found no water for days.

Source: Own prompts and own student records. The real exam has 1 constructed-response question (https://www.tx.nesinc.com/TestView.aspx?f=HTML_FRAG/TX293_TestPage.html); the six parts follow competency 013, Analysis and Response, of the exam framework (https://www.tx.nesinc.com/Content/StudyGuide/TX_SG_obj_293.htm); both read 2026-10-15. Checked October 15, 2026.

Next step Taken with it for PK–3: TExES Early Childhood (292)Taken with it for EC–6: TExES Core Subjects (391)

All 50 questions

Foundations of teaching reading (001) 4

  • A campus that uses a Multi-Tiered System of Supports checks that each reading intervention is taught the way it was designed. Which component of a tiered model, named in competency 001, is this? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 001 (Domain I)
  • A second grader follows stories read aloud and explains them well, yet reads single words slowly and inaccurately and misspells common words. In the Texas Dyslexia Handbook these are primary characteristics of what? Texas State Board of Education, The Dyslexia Handbook, 2024 update, chapters 1 and 5. Written to TExES Science of Teaching Reading (293) Domain I, competency 001
  • Texas Education Code §28.0062 keeps one method out of the K–3 phonics curriculum: reading a word from context and sentence structure without sounding it out. What does the law call that method? Texas Education Code §28.0062, (a)(1) and (a-1). Written to TExES Science of Teaching Reading (293) Domain I, competency 001
  • Which lesson follows explicit instruction as the Texas Dyslexia Handbook describes it? Texas State Board of Education, The Dyslexia Handbook, 2024 update, chapter 4, Delivery of Dyslexia Instruction. Written to TExES Science of Teaching Reading (293) Domain I, competency 001
Show all 50 questions (46 more)

Reading assessment (002) 4

  • A kindergarten screener flags a student as at risk for reading difficulty. How does the Texas Dyslexia Handbook describe screening? Texas State Board of Education, The Dyslexia Handbook, 2024 update, chapter 2, Universal Screening. Written to TExES Science of Teaching Reading (293) Domain I, competency 002
  • By the examples in competency 002, which tool is a code-based assessment of phonics knowledge, not a meaning-based one? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 002 (Domain I)
  • Under Texas Education Code §28.006, a district reports each kindergartner's results on the reading instrument to the parent or guardian. What must the district make a good faith effort to ensure about that report? Texas Education Code §28.006, (d)(2) and (h). Written to TExES Science of Teaching Reading (293) Domain I, competency 002
  • Under Texas Education Code §28.0063, a reading instrument on the commissioner's K–3 list must be capable of being given at which points in the school year? Texas Education Code §28.0063, (b)(2) and (b)(4). Written to TExES Science of Teaching Reading (293) Domain I, competency 002

Oral language (003) 4

  • A Grade 3 class is about to study the word 'investigation'. For students whose home language is Spanish, which step follows the IES guide on teaching academic content and literacy to English learners? Institute of Education Sciences, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (2014), Recommendation 1. Written to TExES Science of Teaching Reading (293) Domain II, competency 003
  • A kindergarten teacher asks, 'What did the bear do next?' A child answers, 'Ran.' Which oral language expectation of the kindergarten TEKS is the next step for this child? TEKS for English Language Arts and Reading, Kindergarten, 19 TAC §110.2, (b)(1)(A). Written to TExES Science of Teaching Reading (293) Domain II, competency 003
  • Before calling on anyone, a first-grade teacher has every student say an answer to a partner, using a new sentence frame. Which practice named in competency 003 does this partner turn give students? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 003 (Domain II)
  • By the end of prekindergarten, the Texas Prekindergarten Guidelines expect a child typically to speak in complete sentences of what length? Texas Education Agency, Texas Prekindergarten Guidelines, 2022 comprehensive update, outcomes PK3.II.E.1 and PK4.II.E.1. Written to TExES Science of Teaching Reading (293) Domain II, competency 003

Phonological and phonemic awareness (004) 5

  • By the Texas Prekindergarten Guidelines, which order runs from the units of sound children detect first to those they detect last? Texas Education Agency, Texas Prekindergarten Guidelines, 2022 comprehensive update, domain III, B. Phonological Awareness. Written to TExES Science of Teaching Reading (293) Domain II, competency 004
  • By the Texas Prekindergarten Guidelines, which phonological awareness tasks are the easier ones, to begin with before the others? Texas Education Agency, Texas Prekindergarten Guidelines, 2022 comprehensive update, domain III, B. Phonological Awareness. Written to TExES Science of Teaching Reading (293) Domain II, competency 004
  • For the end of prekindergarten, the Texas Prekindergarten Guidelines expect a child to blend and segment one-syllable words by phonemes. With what support? Texas Education Agency, Texas Prekindergarten Guidelines, 2022 comprehensive update, outcome PK4.III.B.9. Written to TExES Science of Teaching Reading (293) Domain II, competency 004
  • Which activity asks kindergartners to work with phonemes, not with a larger unit of sound? National Institute for Literacy, Put Reading First, third edition, Phonemic Awareness Instruction. Written to TExES Science of Teaching Reading (293) Domain II, competency 004
  • Which phonological awareness skill do the TEKS first expect in Grade 1, not in Kindergarten? TEKS for English Language Arts and Reading, Grade 1, 19 TAC §110.3, (b)(2)(A)(iii), with Kindergarten §110.2(b)(2)(A). Written to TExES Science of Teaching Reading (293) Domain II, competency 004

Print concepts and alphabet knowledge (005) 4

  • Asked to point to one word on a page, a kindergartner points to a single letter. Which print-awareness expectation of the kindergarten TEKS does this student still need? TEKS for English Language Arts and Reading, Kindergarten, 19 TAC §110.2, (b)(2)(D)(iv). Written to TExES Science of Teaching Reading (293) Domain II, competency 005
  • By the end of prekindergarten, how many letters do the Texas Prekindergarten Guidelines expect a child to recognize and name? Texas Education Agency, Texas Prekindergarten Guidelines, 2022 comprehensive update, outcomes PK4.III.C.1 and PK4.III.C.3. Written to TExES Science of Teaching Reading (293) Domain II, competency 005
  • In a Spanish-language prekindergarten class, several children can give letter sounds but not letter names. What do the Texas Prekindergarten Guidelines say about this? Texas Education Agency, Texas Prekindergarten Guidelines, 2022 comprehensive update, domain III, C. Alphabet Knowledge. Written to TExES Science of Teaching Reading (293) Domain II, competency 005
  • The National Early Literacy Panel named six early skills that kept predicting later literacy even when IQ and socioeconomic status were accounted for. Which of these is one of the six? National Institute for Literacy, Developing Early Literacy: Report of the National Early Literacy Panel, executive summary, key findings. Written to TExES Science of Teaching Reading (293) Domain II, competency 005

Phonics and word identification (006) 5

  • A first-grade class has just been taught the vowel team 'ai'. By competency 006, which follow-up reinforces the new element? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 006 (Domain II)
  • A kindergarten class builds 'an' with letter tiles, adds p to make 'pan', rearranges the tiles to make 'nap', then swaps one tile to make 'cap'. Which kindergarten TEKS expectation does this word chain teach? TEKS for English Language Arts and Reading, Kindergarten, 19 TAC §110.2, (b)(2)(B)(iii). Written to TExES Science of Teaching Reading (293) Domain II, competency 006
  • How many high-frequency words from a research-based list do the TEKS expect students to identify and read in Kindergarten, and then in Grade 1? TEKS for English Language Arts and Reading, Kindergarten, 19 TAC §110.2, (b)(2)(B)(iv), with Grade 1 §110.3(b)(2)(B)(vi). Written to TExES Science of Teaching Reading (293) Domain II, competency 006
  • In the phonics sequence that competency 006 lays out, which comes first? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 006 (Domain II)
  • Which word patterns do the kindergarten TEKS expect students to decode using letter-sound relationships? TEKS for English Language Arts and Reading, Kindergarten, 19 TAC §110.2, (b)(2)(B)(ii). Written to TExES Science of Teaching Reading (293) Domain II, competency 006

Syllabication and morphemic analysis (007) 5

  • A second grader divides 'rabbit' between the two b's and reads each part with a short vowel. Which syllable division pattern named in the Grade 2 TEKS did the student use? TEKS for English Language Arts and Reading, Grade 2, 19 TAC §110.4, (b)(2)(B)(v). Written to TExES Science of Teaching Reading (293) Domain II, competency 007
  • A third grader spells run + ing as 'running' but smile + ing as 'smileing'. Which change to a base word, named in the Grade 3 TEKS, does this student still need to learn? TEKS for English Language Arts and Reading, Grade 3, 19 TAC §110.5, (b)(2)(B)(vii). Written to TExES Science of Teaching Reading (293) Domain II, competency 007
  • In which grade do the TEKS expect students to alphabetize a series of words to the third letter? TEKS for English Language Arts and Reading, Grade 3, 19 TAC §110.5, (b)(2)(C), with Grade 1 §110.3(b)(2)(E) and Grade 2 §110.4(b)(2)(D). Written to TExES Science of Teaching Reading (293) Domain II, competency 007
  • Which syllable type do the TEKS add to decoding in Grade 2 that the Grade 1 list does not name? TEKS for English Language Arts and Reading, Grade 2, 19 TAC §110.4, (b)(2)(B)(iii), with Grade 1 §110.3(b)(2)(B)(iii). Written to TExES Science of Teaching Reading (293) Domain II, competency 007
  • Which word ends in one of the inflectional endings that the Grade 2 TEKS list for decoding? TEKS for English Language Arts and Reading, Grade 2, 19 TAC §110.4, (b)(2)(B)(vi) and (b)(3)(C), with Grade 3 §110.5(b)(3)(C). Written to TExES Science of Teaching Reading (293) Domain II, competency 007

Reading fluency (008) 4

  • A second grader decodes accurately but not yet automatically. By competency 008, which practice fits this student for building reading rate? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 008 (Domain II)
  • By competency 008, which texts suit fluency practice for students who are still acquiring basic phonics skills? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 008 (Domain II)
  • In Put Reading First, what is automaticity? National Institute for Literacy, Put Reading First, third edition, Fluency Instruction. Written to TExES Science of Teaching Reading (293) Domain II, competency 008
  • What did Put Reading First report about class time spent on silent, independent reading with minimal guidance and feedback? National Institute for Literacy, Put Reading First, third edition, Fluency Instruction. Written to TExES Science of Teaching Reading (293) Domain II, competency 008

Vocabulary (009) 4

  • Before a read-aloud, a teacher finds that several students do not know the everyday word 'porch', which the story depends on. What does competency 009 say to do about a Tier One word like this? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 009 (Domain III)
  • From Grade 3 the TEKS have students use print or digital resources to determine meaning, syllabication and pronunciation. What do the Grade 5 TEKS add to that list? TEKS for English Language Arts and Reading, Grade 5, 19 TAC §110.7, (b)(3)(A), with Grade 3 §110.5(b)(3)(A) and Grade 4 §110.6(b)(3)(A). Written to TExES Science of Teaching Reading (293) Domain III, competency 009
  • The Grade 4 TEKS name the roots auto, graph and meter. Which word lets a class study two of those roots at once? TEKS for English Language Arts and Reading, Grade 4, 19 TAC §110.6, (b)(3)(C). Written to TExES Science of Teaching Reading (293) Domain III, competency 009
  • 'The stew was scalding. Dad told us to wait until it cooled before we took a bite.' A second grader uses the second sentence to work out 'scalding'. Which Grade 2 TEKS vocabulary expectation is this? TEKS for English Language Arts and Reading, Grade 2, 19 TAC §110.4, (b)(3)(B). Written to TExES Science of Teaching Reading (293) Domain III, competency 009

Comprehension development (010) 4

  • A student runs her eyes down a page only to find the year a bridge opened. By the examples in competency 010, which way of reading fits that purpose? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 010 (Domain III)
  • Students read a short passage about frogs. Which teacher question is 'scriptal' in the question-answer relationships of Put Reading First? National Institute for Literacy, Put Reading First, third edition, Text Comprehension Instruction. Written to TExES Science of Teaching Reading (293) Domain III, competency 010
  • The TEKS ask students to 'make inferences and use evidence to support understanding' from Kindergarten on. In which grade is the phrase 'with adult assistance' first left off that expectation? TEKS for English Language Arts and Reading, Grade 2, 19 TAC §110.4, (b)(6)(F), with Kindergarten §110.2(b)(5)(F) and Grade 1 §110.3(b)(6)(F). Written to TExES Science of Teaching Reading (293) Domain III, competency 010
  • Which adjustment for monitoring comprehension do the Grade 3 TEKS name that the Grade 2 list does not? TEKS for English Language Arts and Reading, Grade 3, 19 TAC §110.5, (b)(6)(I), with Grade 2 §110.4(b)(6)(I). Written to TExES Science of Teaching Reading (293) Domain III, competency 010

Literary texts (011) 3

  • Asked for the theme of a fable, a third grader says, 'It's about a fox and some grapes.' Which Grade 3 TEKS expectation has the student not yet met? TEKS for English Language Arts and Reading, Grade 3, 19 TAC §110.5, (b)(8)(A). Written to TExES Science of Teaching Reading (293) Domain III, competency 011
  • Kindergartners and first graders 'listen to and experience first- and third-person texts.' In which grade do the TEKS first expect students to identify the use of first or third person in a text? TEKS for English Language Arts and Reading, Grade 2, 19 TAC §110.4, (b)(10)(E), with Kindergarten §110.2(b)(9)(E) and Grade 1 §110.3(b)(10)(E). Written to TExES Science of Teaching Reading (293) Domain III, competency 011
  • The TEKS list of well-known children's literature grows by grade. Which two genres join the list in Grade 3? TEKS for English Language Arts and Reading, Grade 3, 19 TAC §110.5, (b)(9)(A), with Grade 2 §110.4(b)(9)(A) and Grade 4 §110.6(b)(9)(A). Written to TExES Science of Teaching Reading (293) Domain III, competency 011

Informational texts (012) 4

  • A teacher shows that 'ruler' means a measuring device in mathematics and a monarch in social studies. Competency 012 gives this as an example of building which skill? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 012 (Domain III)
  • By the examples in competency 012, which of these is a graphic feature of an informational text, not a textual feature? TExES Science of Teaching Reading (293) preparation manual, Section 3, exam framework, competency 012 (Domain III)
  • Through Grade 2 the TEKS speak of persuasive text; from Grade 3 they speak of argumentative text. Which of these do the Grade 3 TEKS expect students to identify in an argumentative text? TEKS for English Language Arts and Reading, Grade 3, 19 TAC §110.5, (b)(9)(E). Written to TExES Science of Teaching Reading (293) Domain III, competency 012
  • Which genre expectation stands in the same words in every grade's TEKS from Kindergarten to Grade 5? TEKS for English Language Arts and Reading, Kindergarten, 19 TAC §110.2, (b)(8)(F), and (b)(9)(F) of §110.3 to §110.7. Written to TExES Science of Teaching Reading (293) Domain III, competency 012

How this list was compiled: Our own questions, written to the exam framework of TExES Science of Teaching Reading (293) in Section 3 of the preparation manual on the Texas Educator Certification Examination Program website, https://www.tx.nesinc.com/Content/StudyGuide/TX_SG_obj_293.htm (copyright Texas Education Agency), read 2026-10-15: 90 selected-response questions and 1 constructed-response question in four domains, Reading Pedagogy about 13% (competencies 001 and 002), Reading Development: Foundational Skills 43% (003 to 008), Reading Development: Comprehension 24% (009 to 012) and Analysis and Response 20% (013, the written response). This bank holds 50 for the three selected-response domains in those shares, 8, 27 and 15, with every competency from 001 to 012 represented. Every fact was read on the public page named under its question, each opened 2026-10-15: the Texas Essential Knowledge and Skills for English Language Arts and Reading, Kindergarten to Grade 5 (19 TAC §110.2 to §110.7, 21 questions), the Texas Prekindergarten Guidelines, 2022 comprehensive update (6), Texas Education Code §28.006, §28.0062 and §28.0063, The Dyslexia Handbook, 2024 update (3), Put Reading First (4), the Institute of Education Sciences practice guide on teaching English learners (1), the executive summary of the National Early Literacy Panel (1) and the exam framework itself (11). Licence: Questions, choices and explanations are original work of this site.

How it works

Free TExES Science of Teaching Reading (293) practice test: 50 questions written for this site, grouped by the twelve selected-response competencies, and three written-response prompts. Unofficial: not affiliated with, endorsed by or sponsored by the Texas Education Agency or Pearson.

Read the full guide

What this TExES 293 practice test covers

Reading Pedagogy is about 13% of the exam, Foundational Skills 43%, Comprehension 24%, and one written response 20%. The 50 questions split 8, 27 and 15 across the first three.

Texas sources first

Forty-four questions rest on Texas documents: the TEKS for Kindergarten to Grade 5, the Texas Prekindergarten Guidelines, the Education Code, the Dyslexia Handbook and the exam framework. The other six cite Put Reading First, a federal practice guide and the report of a national panel.

  • Questions on the real exam range from Prekindergarten to Grade 6, by the exam overview in the manual.
  • Texas Education Code §21.048(a-2) ties teaching prekindergarten through grade six to showing proficiency in the science of teaching reading on a certification exam.

Questions and answers

Is there a TExES Science of Teaching Reading (293) study guide?

Yes. The Texas Educator Certification Examination Program publishes a free preparation manual for the exam, and its Section 3 lists four domains and 13 competencies. Each answer here names its competency and links the TEKS section, guideline or report it rests on.

How many questions are on the TExES Science of Teaching Reading exam?

90 selected-response questions and 1 constructed-response question, by the exam's page on the program site. The appointment is 5 hours, of which 4 hours 45 minutes is testing time.

What score do you need to pass TExES 293?

A scaled score of 240, by the exam's page. The written response counts toward it and is not marked here, so a count of right answers on this page is not that score.

Are these real TExES 293 questions?

No. Every question and prompt was written for this page from one competency of the published framework and a public source. The students in the prompts are invented, and the manual's sample questions were not used.

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