The Science of Teaching Reading (STR) exam — officially TExES exam 293 — is a required certification test for Texas teachers seeking initial licensure in grades EC-6 or special education. It's one of the newer additions to the TExES exam family, introduced after Texas adopted the Science of Reading framework for literacy instruction. And it's tripped up a lot of teacher candidates who weren't expecting the depth of knowledge it requires.
This guide breaks down what the STR actually tests, where candidates typically struggle, and how to build a study plan that prepares you for both the content and the application questions you'll face on test day.
The STR (TExES 293) tests your knowledge of research-based reading instruction aligned with the Science of Reading — the body of evidence-based research on how children develop literacy skills. It's not a test of teaching philosophy or instructional style. It's a test of specific scientific knowledge about phonology, phonics, fluency, vocabulary, and comprehension instruction.
Texas requires this exam because the science of reading is specific, teachable, and research-validated. It contrasts with older "balanced literacy" approaches that were prevalent for decades but lacked strong research support. Texas wants teachers who can demonstrate evidence-based reading instruction knowledge before they enter classrooms.
The exam is 100 selected-response questions with a 5-hour window. Texas Education Agency (TEA) sets the passing score at 240 on a 100-300 scale.
The STR covers five domains:
This domain covers how oral language develops in children — phonological awareness, syntax, semantics, and the relationship between oral language and literacy. It also addresses second-language acquisition and how dual language learners develop literacy in English.
One of the highest-yield sections. Phonological awareness is the broader ability to hear and manipulate sounds in spoken language; phonemic awareness is the specific ability to identify and manipulate individual phonemes. You need to know the developmental progression of these skills, assessment approaches, and research-based instructional strategies. This is an area where many candidates underestimate the technical depth required.
The largest domain. Covers phonics, decoding strategies, morphological knowledge (prefixes, suffixes, roots), and the structure of English orthography. You need to understand systematic phonics instruction — the sequence in which phonics elements should be taught and why that sequence matters. Grapheme-phoneme correspondences, syllable types, and encoding (spelling) are all tested here.
Fluency as a component of reading development, not just reading speed. Covers prosody, automaticity, and the relationship between fluency and comprehension. Assessment methods including curriculum-based measurement are tested.
Vocabulary instruction approaches (explicit, implicit, morphological analysis) and comprehension strategies. Text structure, inferencing, and the role of background knowledge in comprehension. This section requires understanding both the research base for vocabulary instruction and practical application of comprehension strategies.
Two patterns show up repeatedly among candidates who don't pass on their first attempt.
First: underestimating Domain III (Alphabetic Principle and Word Analysis). It's 30% of the exam, and it requires genuinely technical knowledge — not just "how to teach reading" but knowing the precise names and definitions of phonics elements, syllable types (closed, open, vowel team, r-controlled, vowel-consonant-e, consonant-le), and the research-based sequence for introducing them. Many candidates read about these once and assume they've learned them. They haven't. This domain requires systematic review and practice retrieval, not passive reading.
Second: confusing phonological awareness and phonemic awareness in application questions. These terms are often used interchangeably in casual conversation but are technically distinct on the STR. Phonological awareness is the umbrella concept — awareness of any unit of sound (words, syllables, onset-rime, phonemes). Phonemic awareness is specifically about phonemes (the smallest sound units). The STR will present scenarios where you need to identify which type of awareness a specific activity targets, and getting this wrong on multiple questions adds up.
Most candidates need 4-8 weeks of focused prep, depending on their background in literacy education. If you studied early childhood education or literacy instruction in your preparation program, you'll likely need less time. If you're coming from a content-area background and literacy wasn't emphasized, budget more time — especially for Domains II and III.
Read through all five content domains systematically. Use the TEA exam framework document as your guide — it's publicly available and specifies exactly what competencies are tested. Take notes on any terminology you're not fully confident about. Phonics terminology in particular has specific definitions that matter on this exam.
Identify your two weakest domains from your initial review. Double down on those while maintaining the others. Domain III deserves extra time regardless of your background — it's worth 30% of the exam. Practice applying your knowledge through scenario questions, not just reviewing definitions.
Run full timed practice exams. 100 questions in a 5-hour window means you have substantial time per question — but you still need to practice focus and stamina. Review every wrong answer with a focus on understanding the underlying principle, not just the correct answer.
Some concepts appear so frequently on STR practice tests and in the exam content that knowing them deeply pays off:
The STR Science of Teaching Reading practice tests here cover all five domains. The STR Phonemic Awareness practice test and STR Word Analysis practice test are particularly valuable for Domain III preparation.
The STR exam uses a multiple-choice format with questions covering all major domains. Most versions allow 2-3 hours for completion.
Questions test both knowledge recall and application skills. A score of 70-75% is typically required to pass.
Start early: Begin studying 4-8 weeks before your exam date.
Practice tests: Take at least 3 full-length practice exams.
Focus areas: Spend extra time on topics where you score below 70%.
Review method: After each practice test, review every incorrect answer with the explanation.
Before the exam: Get a good night's sleep, eat a healthy meal, and arrive 30 minutes early.
During the exam: Read each question carefully, eliminate obvious wrong answers, flag difficult questions for review, and manage your time.
After the exam: Results are typically available within 1-4 weeks depending on the testing organization.
The STR isn't just a certification hurdle — it's a signal that you understand how literacy actually develops in children and how to teach it effectively. The science of reading is specific and teachable. Teachers who understand it genuinely deliver better reading instruction. That's the reason Texas requires this exam.
Take your prep seriously. Know your syllable types cold. Understand the developmental progression of phonemic awareness skills. Be able to distinguish scenario-based application questions from recall questions — because the STR mixes both, and the application questions are where unprepared candidates lose points.
Use the STR practice tests here across all five domains: Vocabulary Development, Phonological Awareness, and Word Analysis. Build your knowledge systematically, and you'll be ready.