Praxis Reading Specialist Online Center
This Praxis Reading Specialist Online Center brings together practice, lessons, worksheets, flashcards and review tools. Choose the resource that matches the skill you want to work on next.
Praxis Reading Specialist Practice Center
Take a full form, then read the explanation under every question you missed. Around a quarter of the questions here hand you assessment data and ask what it shows or what to do next, which is exactly what the real test does. Those are worth reviewing separately from the knowledge items.
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Praxis Reading Specialist at a glance
This is an advanced credential, taken by experienced teachers moving into a specialist or coach role, and it is pitched accordingly. It assumes you already teach reading well and asks whether you can read assessment data precisely, choose an intervention that matches what the data show, and help another adult change their practice. The content is built on the International Literacy Association standards for preparing literacy professionals.
| Test code | 5302 (Reading Specialist) |
|---|---|
| Status | Current. No retirement date or successor code is published. |
| Number of questions | 95 selected-response questions and 2 constructed-response assignments |
| What the written tasks ask | One is about professional leadership and student literacy development. The other is a case study of an elementary student. Each is scored 0 to 3 on thoroughness, accuracy, and the evidence you give. |
| Time limit | 150 minutes |
| Scoring | Selected response is about 75 percent of the score and the two written responses are about 25 percent. |
| Calculator or reference materials | None. |
| Format | Computer-delivered, at a test centre or at home |
| Score scale | 100 to 200 |
| Passing score | ETS does not set one. Each state sets its own qualifying score. |
| What it is built on | The 2017 ILA Standards for the Preparation of Literacy Professionals. |
ETS publishes counts and percentages: Curriculum and Instruction 47 questions and 37 percent, Assessment 29 and 23 percent, Professional Leadership and Specialized Roles 19 and 15 percent, and the Application section, which is the two written responses, 25 percent. Curriculum and instruction is nearly half the selected-response section, but the two written tasks together outweigh either of the smaller categories.
The four sections, in plain language
ETS lists each category and the topics under it. Here is what each one asks of you.
Curriculum and instruction (37 percent, 47 questions)
What you teach, to whom, and in what order.
- The components of reading and how they develop
- Phonological awareness, phonics, and word study
- Morphology and multisyllabic word reading
- Fluency, including prosody
- Vocabulary and comprehension instruction
- Writing and its reciprocal relationship with reading
- Disciplinary literacy in the content areas
- Text selection and complexity
- Instruction for multilingual learners
- Instruction for students with dyslexia and other reading difficulties
Assessment (23 percent, 29 questions)
Reading the evidence, precisely.
- Screening, diagnostic, progress monitoring, and outcome measures
- Curriculum-based measurement and oral reading fluency norms
- Running records, miscue analysis, and informal reading inventories
- Phonics and spelling inventories
- Norm-referenced and criterion-referenced interpretation
- Standard scores, percentiles, and what each hides
- Validity, reliability, and bias
- Turning a data set into a specific instructional decision
Professional leadership and specialized roles (15 percent, 19 questions)
The part that makes this a specialist credential.
- Coaching adults and the conditions that make coaching work
- Leading professional learning
- The specialist’s role within MTSS
- Collaborating with teachers, administrators, and specialists
- Family and community partnership
- Advocacy and professional ethics
Application: the two written responses (25 percent)
A quarter of the score in about half an hour.
- Read the case evidence and say what it shows before you say what to do
- Name the specific need, not a general area of weakness
- Recommend instruction that follows from the evidence you named
- Justify it with reference to the case rather than in the abstract
- Answer directly; these are scored 0 to 3, not graded as essays
A study routine for an advanced credential
Most candidates for this test already know how to teach reading. What separates a pass from a scrape is precision about the research vocabulary and fluency at reading data.
Complete topic map
Every topic ETS lists under the categories, followed by seventy-five lessons on reading and language, each opening in a new tab.
Curriculum and Instruction (37 percent, about 47 questions)
- 01Recognize the medical, environmental, cultural, linguistic, social, and emotional factors that affect a student’s literacy development
- 02Describe the developmental continuum of literacy, including oral language, phonological and phonemic awareness, concepts of print, the alphabetic principle, decoding, word recognition, spelling, fluency, vocabulary, comprehension, and written expression
- 03Recognize diverse literacy profiles, including dyslexia and other reading difficulties, gifted and talented readers, and English learners, and identify what each profile implies for instruction
- 04Apply principles of curriculum design, implementation, and evaluation, including aligning a literacy curriculum to state and professional standards
- 05Support classroom teachers in implementing research-based instructional approaches
- 06Account for cognitive and behavioral factors in literacy learning, including attention, automaticity, verbal memory, processing speed, and graphomotor control
- 07Create and help teachers create a literacy-rich classroom environment
- 08Select strategies that build student engagement and motivation to read and write
- 09Select language support strategies for English learners across the literacy continuum
- 10Individualize materials, texts, and instructional approaches to the needs of the individual reader
- 11Select instructional approaches appropriate to different text types, including digital text, print text, and disciplinary literacy
- 12Apply research-supported approaches to teaching concepts of print
- 13Apply research-supported approaches to teaching phonological and phonemic awareness
- 14Apply research-supported approaches to teaching the alphabetic principle, phonics, high-frequency words, decoding, and encoding
Assessment (23 percent, about 29 questions)
- 15Distinguish formal from informal assessment and match an assessment to its purpose: screening, diagnostic, progress monitoring, or outcome measurement
- 16Use assessment terminology accurately, including criterion-referenced, norm-referenced, reliability, validity, fairness, and equity
- 17Select, administer, and interpret assessments that are appropriate for the reader and the decision being made
- 18Analyze an individual reader’s performance using multiple sources of data rather than a single measure
- 19Analyze whether an intervention is working and whether a student is responding to instruction, and adjust accordingly
- 20Support classroom teachers in analyzing data to make instructional and grouping decisions
- 21Present and communicate data in a form suited to the audience, including teachers, administrators, families, and students
- 22Promote student reflection, goal setting, and self-efficacy using the student’s own assessment data
Professional Leadership and Specialized Roles (15 percent, about 19 questions)
- 23Apply knowledge of first-language and second-language acquisition and their relationship to literacy development, and support English learners accordingly
- 24Refine other educators’ practice in differentiated literacy instruction
- 25Promote family engagement and community engagement in literacy
- 26Model and support data-informed instructional practice across a school
- 27Apply collaboration and conflict resolution strategies in work with colleagues and teams
- 28Plan and facilitate professional learning, including individual coaching and group workshops
- 29Use evidence-based communication and collaboration with stakeholders, including teachers, administrators, families, and community partners
- 30Collaborate with school leadership teams on multi-tiered systems of support for literacy
Application (constructed-response) (25 percent, about 2 questions)
- 31Professional leadership task: apply knowledge of professional learning and leadership to prepare an organized written response to a topic related to the development of student literacy, for example identifying and describing principles of an effective professional learning community and explaining strategies for collaboration with classroom teachers
- 32Individual student case study task: apply knowledge of reading assessment and instruction to prepare an organized written response to a case study of an elementary student, analyzing the student’s literacy strengths and needs from the data provided and recommending instruction
- 33Write an organized response that states a position or recommendation clearly and supports it with specific evidence drawn from the prompt and from professional knowledge
- 34Demonstrate thoroughness of understanding, accuracy of literacy knowledge, and quality of supporting evidence, which are the three qualities the 0 to 3 rubric rewards
Key ideas, details, and textual evidence
Inference, conclusions, and how ideas develop
Word meaning, word choice, and tone
Text structure, features, and organization
Purpose, perspective, and point of view
Evaluating claims, evidence, and reasoning
Integrating information across texts and formats
Sentence Foundations
Sentence Boundaries
Agreement, Verbs, and Pronouns
Punctuation and Capitalization
Spelling and Confused Words
Knowledge of Language
Before test day
The habit that carries this test is saying what the evidence shows before deciding what to do about it. A student reading at ninety-four percent accuracy with strong comprehension needs something different from one at ninety-four percent with weak comprehension, and the answer choices are written so that both look reasonable until you name the pattern. On the written tasks, be specific: a response that identifies a precise need and one matched move scores better than one that surveys everything the student might need.
A USEFUL NEXT STEP
Praxis Reading Specialist: study questions
What can I study in this Praxis Reading Specialist Online Center?
This Praxis Reading Specialist Online Center includes practice, lessons, worksheets, flashcards and review tools. Topics on the page include Application: the two written responses (25 percent), Key ideas, details, and textual evidence, Word meaning, word choice, and tone.
How should I use the Praxis Reading Specialist resources?
Choose a topic or practice activity from this Online Center. Review the linked explanation, try the practice, and use the result to decide what to study next. Check each resource’s directions for its format and access requirements.
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