TEXES Science of Teaching Reading Practice Test

In planning instruction for kindergarten students who have mastered certain letter-sound relationships, which activity is most appropriate for promoting their next steps?

1. Exploring letter-sounds that do not contain the sound the letter represents

2. Introducing early decodable texts and modeling sound-out strategies

3. Consolidating their knowledge of letters

4. Providing worksheets to practice letter formation

The correct answer is: Introducing early decodable texts and modeling sound-out strategies

Introducing early decodable texts and modeling sound-out strategies is especially appropriate for kindergarten students who have already mastered certain letter-sound relationships because it builds on their existing knowledge and helps them apply that knowledge in a meaningful context. Decodable texts are designed to include words that correspond closely to the phonics skills students have learned, allowing them to practice reading independently and with confidence. By modeling sound-out strategies, educators can demonstrate how to break down words into individual sounds, reinforcing phonemic awareness and enabling students to decode unfamiliar words. This activity encourages the development of reading fluency, comprehension, and confidence, providing students with the tools they need to progress to more complex texts. The other options can be beneficial in certain contexts, but they do not effectively support the immediate next step in developing reading skills for students who are ready to move beyond mere letter-sound recognition. For example, exploring letter-sounds that do not match the sounds of the letters may confuse students rather than help them apply what they already know. Similarly, consolidating knowledge of letters or providing worksheets on letter formation may reinforce prior skills, but they do not promote the critical next step of reading actual texts and decoding in context, which is essential for literacy development at this stage.