TEXES Science of Teaching Reading Practice Test

What factor is NOT important in selecting materials for teaching the alphabetic principle?

1. Are more frequently used letter-sound correspondences taught before less frequently used letters?

2. Does the order of letter sound introduction lead to blending and decoding of words quickly?

3. Are auditorily and visually similar letter sounds introduced separately?

4. Does the program limit the number of letter-sound correspondences taught to one per week?

The correct answer is: Does the program limit the number of letter-sound correspondences taught to one per week?

The statement regarding limiting the number of letter-sound correspondences taught to one per week is not considered an important factor in selecting materials for teaching the alphabetic principle. This is because the emphasis in teaching the alphabetic principle lies primarily in ensuring that students can make connections between letters and their corresponding sounds, which can vary in terms of the pace and sequencing of introduction. Teaching letter-sound correspondences can be more effective when it is responsive to students' learning paces, rather than strictly limiting the concepts to one per week. Flexible pacing allows educators to address students' understanding and ensure they grasp the principles involved in blending and decoding sounds, which can be done effectively with more than one correspondence introduced as appropriate for the learners. In contrast, the other options focus on important pedagogical strategies that support effective literacy instruction, such as the order of teaching letter-sound correspondences based on their frequency of use, the impact of teaching on students’ blending and decoding abilities, and the need to separate auditorily and visually similar sounds to avoid confusion. These strategies contribute to a solid foundation in understanding the relationships between letters and sounds, facilitating a more effective learning experience.