TEXES Science of Teaching Reading Practice Test

Which strategy is LEAST effective for helping a student transition between reading words efficiently?

1. Teach, model, and practice with the student how to "get her mouth ready" to start forming the next word

2. The teacher moves her finger along the text as the student reads it as a cue to keep moving forward

3. Use an index card and cover the text to guide attention visually

4. Assign the student shorter reading passages to minimize pauses

The correct answer is: Assign the student shorter reading passages to minimize pauses

The strategy of assigning shorter reading passages to minimize pauses is considered the least effective for helping a student transition between reading words efficiently. While this approach may seem beneficial in reducing the volume of text and potentially decreasing anxiety for a struggling reader, it does not directly teach or reinforce the mechanics of transitioning between words or improving reading fluency. Instead, it may inadvertently lead to a lack of practice with more complex or longer texts, which are essential for developing fluent reading skills. In contrast, executing the other strategies—such as teaching the student to "get her mouth ready" to form the next word—actively engages the student in the cognitive processes involved in reading. This method encourages anticipation and readiness, which can enhance fluency. Similarly, using a finger to guide the text helps maintain focus and reduces the likelihood of losing one's place, thereby promoting a smoother reading flow. The visual cue of an index card can further assist in concentrating attention on individual words, fostering better word recognition and seamless transitions between them. These strategies emphasize active participation and skill practice, which are critical for improving reading efficiency.