What Is the Practice Assessment?
The “Studying the Science of Reading: Practice Assessment” is a free online resource for pre-service and in-service teachers looking to build their knowledge of the science of reading. The science of reading is a body of research from multiple disciplines (e.g., education, neuroscience, speech-language pathology) on how individuals learn to read, and what instructional practices are most effective for teaching literacy skills.
What Topic Areas Are Included?
The practice assessment contains nine modules on critical concepts pertaining to the science of reading. Each module includes a short quiz on the topic area of the module. The feedback provided by the practice assessment highlights which areas of knowledge teachers are proficient in and which areas they could benefit from further learning in.
Science of Reading Topic Areas
| Studying the Science of Reading Module | Module Topic |
| Emergent Literacy and Language | Understand emergent literacy and language skills and concepts (e.g., oral language, phonological awareness, phonemic awareness, concepts of print, the alphabetic principle, and letter knowledge) and how to apply effective instructional strategies when teaching these skills. |
| Beginning Reading and Spelling | Understand beginning reading and spelling skills and concepts (e.g., phonics, spelling, high-frequency words, inflectional morphemes, and texts used in early reading instruction) and how to apply effective instructional strategies when teaching these skills. |
| Word Analysis | Understand word analysis skills and concepts (e.g., morphemic analysis, derivational and inflectional morphemes, syllabication, orthographic skills, and generalizations) and how to apply effective instructional strategies when teaching these skills. |
| Reading Fluency | Understand reading fluency skills and concepts (e.g., rate, accuracy, prosody, and texts used in fluency instruction) and how to apply effective instructional strategies when teaching these skills. |
| Vocabulary | Understand vocabulary skills and concepts (e.g., word consciousness, independent word-learning strategies, word selection, and wide reading) and how to apply effective instructional strategies when teaching these skills. |
| Reading Comprehension: Literary Texts | Understand skills and concepts related to reading comprehension of literary texts (e.g., literal, inferential, and evaluative comprehension skills, comprehension strategies, graphic organizers, text structure, and text-based discussions). |
| Reading Comprehension: Informational Texts | Understand skills and concepts related to reading comprehension of informational texts (e.g., literal, inferential, and evaluative comprehension skills, comprehension strategies, higher-order questions, text structure, and text-based discussions). |
| Reading Assessment | Understand and apply concepts related to reading assessment (e.g., universal screening, progress monitoring, summative, and diagnostic assessments; interpretation of assessment data; and assessment of phonemic awareness, phonics, fluency, vocabulary, and comprehension). |
| Best Practices for Reading Instruction | Understand and apply skills and concepts related to best practices for reading instruction (e.g., theories of reading development, data-based decision-making, explicit and systematic instruction, Multi-Tiered System of Supports, text selection and complexity, and standards-based instruction). |
Start Here
New to the science of reading? The practice assessment provides an opportunity for users to test their knowledge of science of reading concepts and identify their strengths and areas for growth. When you are ready to get started, click the link below to access the tool!
Related Blog Posts
Check out the following blog posts to learn more about the science of reading.
What Is the Science of Reading?
When educators have a mutual understanding of the science of reading, educational approaches become more consistent and effective across regions.
Teacher Knowledge of Early Reading Supports Student Gains
Teacher knowledge of reading affects student performance on foundational literacy skills assessments.