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PRAXISCode: 8006📖 Science of Reading GroundedIDA Dyslexia StandardsILA + CAEP Aligned

Praxis® Elementary Education
Fundamentals: Teaching Reading (8006)
Practice Test & Study Guide

The most science-of-reading-intensive exam in the Elementary Education Fundamentals series — 80 questions across three domains: Foundations of Literacy and Language Development, Word Recognition (Phonological Awareness, Phonics, and Decoding), and Reading Fluency and Comprehension. Grounded in the science of reading, structured literacy, and IDA dyslexia standards. ILA + CAEP aligned. Praxis Steps launching Summer 2026.

80
Questions
1h 50m
Time limit
157
Passing score*
3
Content domains
$79
Exam fee
Science of Reading
Framework
IDA
Dyslexia standards
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New series — launched March 9, 2026. The Elementary Education Fundamentals tests (8002–8006) replace the older Elementary Education series (5002–5005, 7002–7005). Both series are currently active. The old tests retire August 2028. If your state has not yet adopted the new Fundamentals series, you may still be required to take the older tests — always verify at ets.org/praxis/states.

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Exam fee: $79 (standard price from June 1, 2026). The Fundamentals series costs significantly less than the older tests ($130). Coming summer 2026: Praxis Steps — a modular format where you can take individual Steps within each Fundamentals test at $39.50 per Step, instead of taking the full test at once.

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The 8006 is the most explicit science-of-reading exam in the Elementary Education Fundamentals series — deeper in phonology, phonics, and decoding than the 8002. Per ETS, both the 8002 and 8006 are grounded in the science of reading, but the 8006 (Teaching Reading) is the specialist-level licensure test — it covers reading instruction with substantially greater depth and explicitness. This includes detailed treatment of phonological processing, advanced phonics scope and sequence, structured literacy approaches, multisensory instruction, morphological analysis, and how to design differentiated reading instruction. States that adopt the 8006 are requiring a higher standard of reading science knowledge — typically for teachers in literacy specialist, reading interventionist, or specialized reading instructor roles, or states adopting comprehensive literacy standards.

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The 8006 reflects dyslexia standards from the International Dyslexia Association (IDA) — a first for the Fundamentals series. Per ETS, the test reflects the nationwide shift in reading instruction toward dyslexia-aware, structured literacy approaches. Beginning in 2026, states like Oregon require newly licensed teachers to complete curricula integrating reading instruction with dyslexia standards and science-based methods. The 8006 evaluates candidates' understanding of the characteristics of dyslexia, the research supporting structured literacy (Orton-Gillingham principles, multisensory instruction), how to identify students at risk, and how to deliver systematic, explicit instruction that benefits all students — including those with dyslexia and other reading difficulties.

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Source: All exam details are drawn from the official ETS Praxis Elementary Education Fundamentals: Teaching Reading (8006) test page and ETS Elementary Education Fundamentals series documentation. The test is aligned to CAEP K–6 standards, ILA Standards for the Preparation of Literacy Professionals, and IDA dyslexia standards. Passing scores vary by state — always confirm at ets.org/praxis/states.

Elementary Education Fundamentals: Teaching Reading (8006) — Test at a Glance

Key facts directly from the official ETS test specifications.

Test code
8006
Elementary Fundamentals series
Total questions
80
All selected-response
Content domains
3
Foundations → Phonics → Fluency/Comp
Domain I
Foundations of Literacy & Language
Emergent literacy, oral language, print
Domain II
Word Recognition: PA, Phonics, Decoding
Phonological awareness → phonics → decoding
Domain III
Reading Fluency and Comprehension
Fluency, vocabulary, comprehension
Dyslexia standards
IDA Aligned
Structured literacy; all-learner focus
Passing score
Varies
Set by state/agency

About the Praxis Elementary Education Fundamentals: Teaching Reading (8006)

What you need to know — especially the critical distinction between the 8006 and the 8002.

The Elementary Education Fundamentals: Teaching Reading (8006) is a specialist-level reading licensure test within the new Elementary Education Fundamentals series. Grounded in the science of reading — evidence-based research on how children learn to read — the test evaluates candidates' understanding of explicit, systematic instruction in foundational skills: phonological and phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension. It reflects dyslexia standards from the International Dyslexia Association (IDA).

The 8006 is aligned to CAEP K–6 Elementary Teacher Preparation Standards and the International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals. It covers 80 selected-response questions across three domains: Foundations of Literacy and Language Development; Word Recognition: Phonological Awareness, Phonics, and Decoding; and Reading Fluency and Comprehension.

The 8006 is a brand-new test in the Fundamentals series — there was no direct equivalent in the old 5001/7001/5901/7811 series. It replaces the old 7002 (Elementary Education: Teaching Reading) for states adopting the new series. The 5205 (Teaching Reading: Elementary) is a separate, still-active test that remains required in many states and is NOT replaced by the 8006. Always verify your state's specific requirements.

The 8006 supports Praxis Steps — launching Summer 2026 for modular, section-by-section testing. Some questions may not count toward the score.

8006 vs. 8002 — Understanding the Difference

Both are in the Fundamentals series and both are grounded in the science of reading — but they serve different licensure purposes and test at different depths.

8002 — Reading and Language Arts
PurposeGeneral elementary licensure; broad coverage of literacy content
ScopeReading (42q) + Writing/Speaking/Listening (38q)
Both aligned to science of reading — but breadth of content knowledge is primary focus
Who takes itElementary teacher candidates completing bachelor's degree programs
Phonics depthFoundational — covers scope and sequence, phonemic awareness, phonics, fluency, comprehension
8006 — Teaching Reading
PurposeSpecialist reading licensure; deep coverage of reading instruction science
ScopeAll 80 questions focus on reading instruction: foundations, word recognition, fluency/comprehension
Science of reading + IDA dyslexia standards + structured literacy + assessment and diagnostic teaching
Who takes itStates adopting 8006 as standalone or literacy endorsement requirement; replaces 7002
Phonics depthDeep — advanced phonics patterns, morphology, multisensory methods, structured literacy, dyslexia identification
Important: The 8006 does NOT replace the 5205 (Teaching Reading: Elementary) for states that still require it. The 5205 is a separate, still-active test with 90 SR + 3 CR questions and a $156 fee. Check ets.org/praxis/states to determine which test your state requires.

Science of Reading — The Five Essential Components

The 8006 is built around these five components, with the deepest emphasis on phonological awareness, phonics, and decoding — the components most teachers have traditionally been under-prepared to teach explicitly.

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Phonemic Awareness
Hearing and manipulating individual phonemes — blending, segmenting, deleting, substituting sounds in spoken words — the oral-only precursor to phonics
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Phonics
Systematic, explicit mapping of phonemes to graphemes — the alphabetic code — taught in a logical scope and sequence from simple to complex patterns
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Fluency
Reading with accuracy, appropriate rate, and prosody — the bridge between word recognition and comprehension; requires automaticity at the word level
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Vocabulary
Knowing the meaning of words — directly and indirectly taught; oral vocabulary underpins reading vocabulary which underpins comprehension
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Comprehension
Constructing meaning from text — the ultimate goal; requires both strong decoding automaticity AND language comprehension (Scarborough's Reading Rope model)
Scarborough's Reading Rope: The 8006 reflects Scarborough's Reading Rope model — the idea that skilled reading emerges from the interweaving of language comprehension strands (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) and word recognition strands (phonological awareness, decoding, sight recognition). Questions may reference this model or test understanding of how reading difficulties (like dyslexia) typically affect word recognition strands while leaving language comprehension strands relatively intact.

About Praxis Steps — New Feature Launching Summer 2026

The Elementary Education Fundamentals series supports a new modular testing feature designed to give candidates more flexibility and confidence.

What is Praxis Steps?

When Praxis Steps are enabled in Summer 2026, candidates will be able to take or retake the Elementary Education Fundamentals: Teaching Reading (8006) in smaller content sections. For the 8006, this means candidates can demonstrate mastery of Foundations of Literacy and Language Development, Word Recognition, or Reading Fluency and Comprehension separately — allowing targeted retakes and reducing barriers to certification without reducing standards. Check your state requirements at ets.org/praxis/states to confirm if your state has adopted the 8006 with Praxis Steps enabled.

Official Exam Blueprint: 3 Content Domains

The three domains follow the developmental progression of reading: foundational language and literacy → word recognition through phonics and decoding → fluency and comprehension. All three are grounded in the science of reading and structured literacy principles.

Domain I
Foundations of Literacy and Language Development
Oral language development (listening comprehension, vocabulary, expressive language, language acquisition stages, supporting ELLs); emergent literacy concepts (concepts of print, print awareness, directionality, concept of word in text, environmental print); the alphabetic principle (understanding that speech sounds map to letters); developing language skills (phonological foundation, academic language, oral vocabulary as foundation for reading vocabulary); understanding language structures (phonology, morphology, syntax, semantics, pragmatics) and how each relates to reading development; supporting diverse learners (ELLs, students with language delays, students with disabilities, students at risk for reading difficulties); early identification of students who may need additional literacy support.
Domain I
Foundations
Domain II
Word Recognition: Phonological Awareness, Phonics, and Decoding
Phonological awareness (rhyme, syllable awareness, onset-rime, phoneme isolation, blending, segmentation, deletion, substitution, manipulation — the complete developmental hierarchy); phonemic awareness vs. phonological awareness (distinction, developmental sequence, what comes first and why); systematic, explicit phonics instruction (scope and sequence from simple to complex; letter-sound correspondences; consonant blends and digraphs; long vowel patterns; vowel teams; r-controlled vowels; CVCe pattern; multisyllabic words); syllabication strategies (six syllable types: closed, open, vowel team, vowel-consonant-e, r-controlled, consonant-le); morphological analysis (roots, prefixes, derivational and inflectional suffixes, Latin and Greek morphemes); irregular words and high-frequency sight words; decoding unfamiliar words; assessing phonics and phonological awareness; multisensory structured literacy techniques (Orton-Gillingham principles, simultaneous multisensory instruction); dyslexia — characteristics, early identification, and evidence-based instructional responses.
Domain II
Word Recognition
Domain III
Reading Fluency and Comprehension
Reading fluency — components: accuracy, rate (norms by grade level), prosody (phrasing, intonation, expression); how fluency bridges decoding and comprehension; instructional approaches (repeated reading, partner reading, choral reading, reader's theater, teacher modeling — research support for each); assessing fluency using oral reading fluency probes (ORF); distinguishing slow-accurate readers from inaccurate word callers; vocabulary instruction (direct and indirect word learning; tiered vocabulary; morphological analysis as vocabulary strategy; context clues; wide reading; explicit word teaching routines); reading comprehension strategies (predicting, questioning, visualizing, clarifying, connecting, summarizing; metacognitive monitoring); text types and structures (narrative vs. informational; informational text structures and their signal words); assessment and diagnostic teaching of reading (formative and summative assessment; screening and progress monitoring tools; running records and miscue analysis; identifying reading patterns; data-driven instructional decision-making); reading-writing connections; supporting struggling readers and readers with dyslexia in developing fluency and comprehension.
Domain III
Fluency & Comp

Key Topics by Content Domain

Specific competencies grounded in the science of reading, ILA Standards for the Preparation of Literacy Professionals, and IDA dyslexia standards — at the depth required for specialized reading licensure.

Foundations

Foundations of Literacy and Language Development (Domain I)

Oral language → Emergent literacy → Language structures
Oral language development: the relationship between oral language and reading achievement (oral vocabulary as the foundation for reading vocabulary); language acquisition stages (babbling, one-word, two-word, telegraphic, complex); receptive vs. expressive language; listening comprehension development; the role of oral language in predicting later reading success
Emergent literacy: what emerges before formal reading instruction — concepts of print (directionality, concept of word, letter-word distinction, punctuation purposes); environmental print recognition; pretend reading; book-handling skills; understanding that print carries meaning; what kindergarten children should know about print on entry
Alphabetic principle: understanding that the letters of the alphabet map to the sounds of spoken language; this principle is essential to all subsequent phonics learning; children who lack understanding of the alphabetic principle cannot benefit from phonics instruction; assessment and instructional approaches to develop alphabetic understanding
Language structures: phonology (sound system of language); morphology (meaningful units — free and bound morphemes, inflectional and derivational morphemes, prefixes, suffixes, roots); syntax (sentence structure, grammar rules); semantics (word meaning, multiple meanings); pragmatics (social rules of language use); how knowledge of each structure supports reading and writing development
Academic language: the distinctive vocabulary, syntax, and discourse structures of academic texts and instruction; difference between BICS (basic interpersonal communicative skills — conversational English) and CALP (cognitive academic language proficiency — academic English); explicitly developing academic language through discussion, questioning, vocabulary instruction, and shared reading
Supporting diverse learners: ELLs — bridging home language to English literacy; connecting phonological awareness skills across languages; stages of English language acquisition; students at risk — early warning signs of reading difficulties; students with language delays; students with disabilities (autism, hearing impairment, intellectual disabilities); universal screening and early identification tools
Word Recognition

Word Recognition: Phonological Awareness, Phonics, and Decoding (Domain II)

The deepest, most science-of-reading-intensive domain
Phonological awareness hierarchy: the complete developmental progression: words (compound word parts) → syllables → onset-rime → phonemes. Skills at each level: rhyme detection and production, syllable blending/segmenting/deletion, onset-rime manipulation, phoneme isolation (initial, medial, final), phoneme identity (same sound), phoneme categorization, phoneme blending, phoneme segmentation, phoneme deletion, phoneme addition, phoneme substitution. Blending and segmenting are the most important for reading.
Phonological vs. phonemic awareness: phonological awareness = broad awareness of sound structure (includes syllables and rhyme); phonemic awareness = specific awareness and manipulation of individual phonemes (the narrowest, most abstract level); phonemic awareness is entirely an oral task — no print involved; both are strongly predictive of reading success and can be explicitly taught
Systematic, explicit phonics instruction: why systematic and explicit instruction is supported by research (National Reading Panel findings); scope and sequence — simple to complex: short vowels (CVC) → consonant blends → digraphs → long vowel patterns (CVCe) → vowel teams → r-controlled vowels → diphthongs → multisyllabic words; encoding (spelling) alongside decoding; decodable texts for practice; contrast with implicit/embedded phonics approaches
Six syllable types: closed syllable (short vowel, ends in consonant — "cat," "in"); open syllable (long vowel, ends in vowel — "go," "she"); vowel-consonant-e (silent e, long vowel — "cake," "bike"); vowel team (two vowels work together — "boat," "rain"); r-controlled (vowel controlled by r — "car," "bird"); consonant-le (unstressed final syllable — "ta-ble," "puz-zle"). Essential for decoding multisyllabic words — must be able to use syllable types to break apart unknown words
Morphological analysis: Greek and Latin roots and their meanings; common prefixes (un-, re-, pre-, dis-, mis-, non-); common derivational suffixes (-tion, -ment, -ful, -less, -ous, -able); inflectional suffixes (-s, -ed, -ing, -er, -est); how morphological awareness supports both decoding and vocabulary development; teaching morpheme analysis as a word-learning and word-reading strategy for multisyllabic words
Structured literacy and multisensory instruction: Orton-Gillingham (OG) principles — structured, sequential, cumulative, explicit, diagnostic, multisensory (VAK: visual-auditory-kinesthetic); simultaneous multisensory instruction (seeing, hearing, saying, and writing simultaneously — strengthens neural pathways for reading); why multisensory approaches are effective for students with dyslexia and benefit all students; common structured literacy programs (Wilson Reading System, Barton Reading, SPIRE, Sonday, RAVE-O)
Dyslexia — identification and instruction: characteristics of dyslexia (unexpected difficulty with word reading relative to intelligence; phonological processing deficits; difficulty decoding and encoding; challenges with fluency; often strong in comprehension and reasoning); early warning signs (persistent difficulty with phonological awareness, slow letter-sound acquisition, very poor spelling despite instruction); the teacher's role in early identification; research-supported instructional responses (explicit, systematic, structured literacy); what accommodations support students with dyslexia
Assessing phonics and decoding: phonics screeners and diagnostic assessments; spelling inventories (Words Their Way); oral reading fluency probes as a window into decoding automaticity; analyzing oral reading errors (substitutions, omissions, insertions, self-corrections) to diagnose phonics needs; running records and miscue analysis; using assessment data to design targeted phonics instruction
Fluency & Comprehension

Reading Fluency and Comprehension (Domain III)

Fluency → Vocabulary → Comprehension → Assessment → Reading-Writing
Reading fluency — components: accuracy (reading words correctly — assessed via oral reading fluency probes); rate (words correct per minute — WCPM; grade-level ORF norms by grade); prosody (reading with appropriate phrasing, intonation, stress, and expression — resembling spoken language); why prosody indicates comprehension engagement; the relationship between fluency and comprehension (automaticity frees cognitive resources)
Fluency instruction: research-supported strategies — repeated reading (rereading same text until target fluency is achieved; most extensively researched); partner/paired reading; choral reading (whole class reads together with teacher modeling); reader's theater (rehearsed reading for authentic performance); echo reading (teacher reads, student echoes phrase by phrase); wide reading (extensive practice with many texts at appropriate level); what evidence supports each strategy
Vocabulary instruction: direct and indirect vocabulary learning; tiered vocabulary (Tier 1 = basic words; Tier 2 = high-frequency academic words — highest instructional priority; Tier 3 = domain-specific); explicit word teaching routines (Frayer Model, semantic maps, word walls, word sorts); context clues (uses and limitations); morphological analysis for word learning; wide reading for incidental vocabulary acquisition; building background knowledge and oral vocabulary before reading
Reading comprehension — strategies: before reading (activating prior knowledge, pre-teaching key vocabulary, previewing text structure, setting purpose); during reading (predicting, self-questioning, visualizing, monitoring comprehension, clarifying, making connections — text-to-self, text-to-text, text-to-world); after reading (summarizing, synthesizing, evaluating, discussing); metacognition — helping students become aware of and manage their own comprehension
Text structures and types: narrative text elements (character, setting, conflict, plot, theme, point of view, literary genre); informational text structures (description, sequence, compare/contrast, cause/effect, problem/solution) and their signal words; text features (headings, subheadings, captions, sidebars, diagrams, bold text, tables, graphs); how knowledge of text structure supports both comprehension and writing; teaching text structure explicitly through graphic organizers
Assessment and diagnostic teaching: purposes of assessment (screening, diagnostic, progress monitoring, outcome); formative vs. summative literacy assessment; universal screening tools (used with all students to identify those needing intervention); diagnostic assessments (used with students who fail screening to identify specific reading problems); progress monitoring (frequent, brief assessments to track growth); oral reading fluency probes, running records, informal reading inventories, spelling inventories — selecting, administering, and interpreting each
Data-driven instructional decision-making: using assessment data to form flexible instructional groups; matching reading instruction to students' assessed needs; tiered intervention frameworks (MTSS/RTI) — Tier 1 (high-quality core instruction), Tier 2 (targeted small-group intervention), Tier 3 (intensive individualized intervention); the role of the classroom teacher in each tier; when to refer for special education evaluation; communicating assessment findings to families and colleagues
Reading-writing connections: writing to support reading development and vice versa; spelling instruction connected to phonics and morphology knowledge; writing about reading to deepen comprehension; using mentor texts for writing models; reading informational texts to build knowledge for writing; dictation and sentence-level exercises connecting phonics to encoding; the interdependence of reading and writing in literacy development

Registration, Test Day & Scoring

Everything you need to know before and on exam day.

Registration

Where to registerpraxis.ets.org
Exam fee$79 (confirm at ETS)
Testing formatsIn-person or remote
Arrive (in-person)30 min early

Scoring

Score typeScaled score
Wrong answer penaltyNone
Passing scoreVaries by state
Results available~5 weeks post-test
State requirementsets.org/praxis/states

Test Day

CalculatorNot needed/provided
Question typesSelected-response only
FrameworkScience of reading + IDA
Part of seriesElem. Ed. Fundamentals

Praxis Steps (Summer 2026)

FeaturePraxis Steps
LaunchingSummer 2026
How it worksTake in smaller sections
State eligibilityCheck ets.org/praxis/states

Passing Score Requirements by State

Passing scores are set individually by each state or licensing agency.

Important: Passing score requirements for the Elementary Education Fundamentals: Teaching Reading (8006) are set individually by each state or licensing agency. Always verify at ets.org/praxis/states. Also verify: (1) whether your state requires the 8006 or still requires the 5205 (Teaching Reading: Elementary); these are different tests with different fee structures and different content depth. (2) Whether your state has adopted the 8006 with Praxis Steps enabled.

There is no penalty for incorrect answers — always answer every question.

How to Prepare for the Praxis Elementary Education Fundamentals: Teaching Reading (8006)

Strategies for the most science-of-reading-intensive test in the Fundamentals series — with depth in phonology, phonics, structured literacy, dyslexia awareness, and diagnostic teaching.

  • Domain II (Word Recognition: Phonological Awareness, Phonics, and Decoding) is the core of this exam — prepare it with the greatest depth. No other test in the Fundamentals series — or any other Praxis test except the 5205 — tests phonological awareness, phonics, and decoding at this level of specificity. Know the complete phonological awareness hierarchy (phoneme isolation → blending → segmenting → deletion → substitution) and what makes each level harder than the previous. Know the six syllable types by name, definition, and example, and how to use them to decode multisyllabic words. Know the complete phonics scope and sequence from simple CVC words through multisyllabic morphological analysis. Know Orton-Gillingham principles and what makes structured literacy different from balanced literacy approaches.
  • The dyslexia content is a defining feature of the 8006 — prepare specifically for identification, characteristics, and evidence-based responses. No other Fundamentals test explicitly references IDA dyslexia standards. Know the characteristics of dyslexia (phonological processing deficits, unexpected difficulty decoding, often strong reasoning and comprehension); know the early warning signs at different grade levels; know what instructional responses are research-supported (explicit, systematic, structured literacy — not visual/whole-word memorization approaches); know what accommodations help; know the role of MTSS/RTI in identifying students who may need special education evaluation. Questions will test whether you know the difference between dyslexia (a specific phonological processing deficit) and a more general reading difficulty.
  • The six syllable types are tested at depth in Domain II — master all six with examples and their decoding application. Closed syllable (short vowel, ends in consonant — "cat," "in," "pam-phlet"); open syllable (long vowel, ends in vowel — "go," "she," "si-lo"); vowel-consonant-e (long vowel, silent e — "cake," "bike," "com-pete"); vowel team (two vowels together — "boat," "rain," "eas-sel"); r-controlled (vowel controlled by r — "car," "bird," "tar-get"); consonant-le (unstressed final syllable — "ta-ble," "puz-zle," "gen-tle"). The key application: when a student encounters an unknown multisyllabic word, knowing syllable types helps them break it into decodable parts. Practice applying this to unfamiliar words.
  • For Domain III, know the research base for each fluency instructional strategy and what assessment data reveals about reading difficulties. Questions about fluency instruction frequently test whether you know what the research says — not just what sounds reasonable. Repeated reading is the most extensively researched fluency intervention; round-robin reading is not evidence-based. For comprehension assessment, know the difference between a struggling decoder who needs phonics intervention (low accuracy) vs. a fluent decoder with weak comprehension who needs vocabulary and background knowledge support (high accuracy, low comprehension). Miscue analysis and running records — knowing how to code and interpret errors — appear in the diagnostic teaching competencies.
  • Understand Scarborough's Reading Rope and how it explains different reading difficulties and instructional responses. The Reading Rope model distinguishes two strands that must both be strong for proficient reading: word recognition (phonological awareness, decoding, sight recognition — becomes increasingly automatic) and language comprehension (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge — becomes increasingly strategic). Students with dyslexia typically struggle with word recognition while language comprehension is intact. Students with reading comprehension difficulties despite adequate decoding often have language comprehension weaknesses. This framework guides differential diagnosis and targeted instruction — understanding it is essential for answering diagnostic teaching questions on the 8006.
  • Download the official ETS Study Companion for the 8006 and work through all sample questions and discussion topics. The Study Companion contains the complete content specification, discussion questions, and authentic sample questions with explanations. Given the 8006's emphasis on structured literacy and diagnostic teaching, the discussion questions — which ask you to analyze student reading errors, design phonics instruction sequences, select structured literacy approaches, and interpret assessment data — are the most valuable preparation tool. Also review the ETS 5205 Study Companion, which tests related content at a similar depth and contains sample CR questions that develop the analytical thinking required for the 8006.

Frequently Asked Questions

Answers sourced from the official ETS Praxis Elementary Education Fundamentals: Teaching Reading (8006) test page and ETS series documentation.

How many questions are on the Praxis Elementary Education Fundamentals: Teaching Reading (8006)?
80 selected-response questions across three domains: Domain I: Foundations of Literacy and Language Development; Domain II: Word Recognition — Phonological Awareness, Phonics, and Decoding; Domain III: Reading Fluency and Comprehension. The test is grounded in the science of reading and reflects IDA dyslexia standards.
What is the science of reading and why is the Praxis 8006 built on it?
The science of reading is the body of evidence-based research on how children learn to read. Per ETS, the 8006 evaluates candidates' understanding of explicit, systematic instruction in foundational skills: phonological and phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension. The test also reflects the nationwide shift in reading instruction toward dyslexia-aware, structured literacy approaches — recognizing that what's best for students with dyslexia is best for all students.
What is the difference between the Praxis 8006 and 8002?
8002 (Reading and Language Arts) is a general elementary licensure test covering reading (42 questions) AND writing/speaking/listening (38 questions) — broader in scope, foundational in reading depth. The 8006 (Teaching Reading) is a specialist reading licensure test — all 80 questions focus entirely on reading instruction, with substantially greater depth in phonology, phonics, structured literacy, dyslexia identification, and diagnostic assessment. States requiring the 8006 are setting a higher standard for reading instruction knowledge.
Does the Praxis 8006 address dyslexia?
Yes. The 8006 reflects International Dyslexia Association (IDA) standards — a defining feature of this test. Questions test the characteristics of dyslexia, early identification warning signs, research-supported instructional responses (structured literacy, multisensory instruction, Orton-Gillingham principles), the difference between dyslexia and other reading difficulties, and how MTSS/RTI frameworks support early identification and intervention for students at risk.
Does the 8006 replace the 5205 (Teaching Reading: Elementary)?
No. The 5205 (Teaching Reading: Elementary) is a separate, still-active test with 90 SR + 3 constructed-response (CR) questions and a $156 fee. The 8006 replaces the old 7002 (Elementary Education: Teaching Reading) for states adopting the new Fundamentals series. Some states may still require the 5205; others may switch to the 8006. Always verify your specific state requirements at ets.org/praxis/states.
What standards is the Praxis 8006 aligned to?
The test is aligned with CAEP K–6 Elementary Teacher Preparation Standards, the ILA (International Literacy Association) Standards for the Preparation of Literacy Professionals, and reflects principles from the IDA (International Dyslexia Association). It is grounded in the science of reading — evidence-based research on how children learn to read.
What is Praxis Steps and how does it relate to the 8006?
Praxis Steps is a new ETS feature launching Summer 2026 that allows candidates to take or retake the Elementary Education Fundamentals tests in smaller content sections. The 8006 supports this modular format — candidates will be able to demonstrate mastery of individual domains separately. Check ets.org/praxis/states to confirm if your state has adopted the 8006 with Praxis Steps enabled.

Ready to Start Practicing?

Adaptive practice questions covering all three domains — Foundations of Literacy and Language Development, Word Recognition, and Reading Fluency and Comprehension — grounded in the science of reading, structured literacy, and IDA dyslexia standards. Domain-level analytics so you know exactly where to focus.

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Sources: ETS Praxis Elementary Education Fundamentals: Teaching Reading (8006) official test page (praxis.ets.org/test/8006.html); ETS Elementary Education Fundamentals series page; ETS "New Test for Brighter Futures" article (praxis.ets.org/tomorrows-teacher); CAEP K–6 Elementary Teacher Preparation Standards; International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals; International Dyslexia Association (IDA) structured literacy standards; National Reading Panel (2000) — five essential components of effective reading instruction; Scarborough (2001) — Reading Rope model. Praxis® is a registered trademark of ETS. This site is not affiliated with or endorsed by ETS, ILA, or IDA. Passing score requirements vary by state — always verify at ets.org/praxis/states.
Last Updated: June 1, 2026