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PRAXISCode: 5002📚 CCSS ELA AlignedPart of 5001 Multiple Subjects⚠ Retiring August 2028

Praxis® Elementary Education:
Reading and Language Arts Subtest (5002)
Practice Test & Study Guide

Comprehensive preparation for prospective elementary teachers — 80 questions in 90 minutes spanning two content categories: Reading (38 questions, 47%) and Writing, Speaking, and Listening (42 questions, 53%). Writing, Speaking, and Listening is the larger category. Includes at least 4 innovative item types. CCSS ELA aligned. Part of the 5001 Multiple Subjects series. Retiring August 2028.

80
Questions
90 min
Time limit
Varies
Passing score*
2
Content categories
53%
Writing/Speaking/Listening
≥4
Innovative item types
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The 5002 includes a minimum of four innovative item types — not just standard multiple-choice. Innovative item types on the 5002 include: drag-and-drop, text highlight, hot text, and category questions. These require direct interaction with on-screen content: ordering sentences, selecting specific words or phrases in a passage, or sorting examples into categories. The ETS test prep interface includes practice with innovative items — use it before test day so the interface is familiar. Standard selected-response items account for the majority of the exam; innovative items are embedded throughout both content categories.

⚠️

The 5002 is being retired August 2028 and replaced by the new Elementary Education Fundamentals: Reading and Language Arts (8002). The 8002 has 80 questions (same count) but reorganizes the content differently — it is more explicitly grounded in the science of reading and aligned to ILA and CAEP standards. Both tests are currently active simultaneously. Before registering for the 5002, verify your state still requires it at ets.org/praxis/states. If your state has transitioned to the new Fundamentals series, you may need the 8002 instead. The new tests are also priced lower at $79 each (vs. $130 for most older tests).

📋

Source: All exam details are drawn from the official ETS Praxis Elementary Education: Multiple Subjects (5001) Study Companion (official PDF); ETS Praxis 5002 interactive practice tests; ETS 5001 series test page; Common Core State Standards (CCSS) for English Language Arts; Beck, McKeown, and Kucan (2013) — Bringing Words to Life: Three-Tier Vocabulary Framework. Passing scores vary by state — always confirm at ets.org/praxis/states.

Elementary Education: Reading and Language Arts Subtest (5002) — Test at a Glance

Key facts directly from the official ETS 5001 Study Companion. Note: The 5002 has 80 questions — not 50 as some sources incorrectly state.

Test code
5002
Subtest of 5001
Total questions
80
All selected-response
Time limit
90 min
1 hour 30 minutes
Category I — Reading
38 questions (47%)
Foundational Skills + Literature/Informational
Category II — Writing/Speaking/Listening
42 questions (53%)
Writing + Language + Speaking/Listening
Innovative item types
≥4 types included
Multi-select, order matching, grids + more
Calculator
Not provided
No calculator for 5002
Retires
Aug 2028
Replaced by new Fundamentals series

About the Praxis Elementary Education: Reading and Language Arts Subtest (5002)

What you need to know — including the critical fact that Writing, Speaking, and Listening (53%) is the larger category.

The Elementary Education: Reading and Language Arts Subtest (5002) is designed for prospective teachers of children in primary through upper elementary school grades. The 80 selected-response questions focus on the broad knowledge of language arts and related competencies necessary to be licensed as a beginning teacher at the elementary school level.

The two content categories are Reading (38 questions, 47%) — covering Foundational Skills (phonological awareness, phonics/word analysis, fluency) and Literature and Informational Text — and Writing, Speaking, and Listening (42 questions, 53%) — covering Writing, Language, and Speaking/Listening. The Writing, Speaking, and Listening category is larger than Reading, which surprises many candidates.

The test includes single-selection multiple-choice items with four answer choices AND a minimum of four innovative item types such as multiple selection, order matching, and grids. Job analysis statements were developed by a National Advisory Committee (NAC) of expert elementary teachers and confirmed by a job survey of reading and language arts teachers familiar with CCSS. Some questions may not count toward the score.

The 5002 is a subtest of the 5001 Multiple Subjects series, which retires in August 2028 and is being replaced by the new Elementary Education Fundamentals series (8002–8006). Always verify your state's requirement at ets.org/praxis/states before registering.

Two Content Categories — Weighted Distribution

Writing, Speaking, and Listening (53%, 42 questions) is the LARGER category — it outweighs Reading (47%, 38 questions). This is the most important structural fact about the 5002 that many candidates miss.

I. Reading 38 questions
47%
II. Writing, Speaking, and Listening 42 questions · LARGER CATEGORY
53%

Innovative Item Types — Prepare Beyond Standard Multiple-Choice

The 5002 includes at least four innovative item types in addition to standard single-selection multiple-choice. Prepare for all of them.

Type 1
Single-Selection Multiple Choice
Standard format — select one best answer from four choices. The majority of questions. Know your content; eliminate clearly wrong answers first.
Type 2
Multiple Selection
Select ALL correct answer choices from a list (may be 3–6 options). No partial credit — all must be selected correctly. Read "select all that apply" signals carefully. Common for phonics patterns, writing characteristics, text features.
Type 3
Order Matching / Sequencing
Arrange items in a specific sequence — e.g., steps of the writing process (prewriting → drafting → revising → editing → publishing), or ordering the developmental stages of writing from earliest to latest.
Type 4
Grid / Category Matching
Match items to categories in a grid format — e.g., matching vocabulary words to their tier (Tier 1/2/3), or matching text features to their purpose. Requires knowing distinctions between categories clearly.
Type 5+
Additional Innovative Types
The exam includes a minimum of four innovative types — there may be additional formats. Practice with all question types in the official ETS 5002 interactive practice tests, which use the same innovative formats as the real exam.

Official Exam Blueprint: 2 Content Categories

All content categories and question counts confirmed from the official ETS 5001 Study Companion.

Category I
Reading
A. Foundational Skills: 1. Phonological Awareness — importance as a foundational literacy skill; identifying and providing examples of phonemes, syllables, onsets, and rimes; blending, segmenting, substituting, and deleting phonemes/syllables/onsets/rimes. 2. Phonics and Word Analysis — importance of phonics in literacy development; common letter-sound correspondences and spelling conventions; distinguishing high-frequency sight words from decodable words appropriate for particular grades; roots and affixes for decoding; ELL phonics approaches; syllabication patterns (open, closed, CVe). 3. Fluency — defining fluency and related terms (accuracy, rate, prosody); the impact of fluency on comprehension.

B. Literature and Informational Texts: 1. Key Ideas and Details — key details, moral, theme of literary texts with textual evidence; key details/central idea of informational texts with evidence; making inferences; summarizing; analyzing characters, settings, plots; analyzing relationships in informational text. 2. Text Features and Structures — structural elements of literature across genres (drama: cast, stage directions; poetry: rhyme, meter); using text features in informational text (headings, sidebars, hyperlinks); organizational structures (cause/effect, problem/solution); how structural elements contribute to literary text as a whole. 3. Point of View — author's point of view in various genres with evidence; comparing multiple accounts of the same event; how point of view impacts overall text structure. 4. Integrating and Comparing Written, Visual, and Oral Information — how visual and oral elements enhance literary meaning; comparing written, oral, staged, and filmed versions; comparing texts addressing the same theme or topic; interpreting visual and multimedia elements; evaluating key claims with reasons and evidence. 5. Text Complexity — the three factors measuring text complexity: quantitative (word frequency, sentence length), qualitative (levels of meaning, structure, language, knowledge demands), and reader and task considerations; features of text-leveling systems.
47%
38 questions
Category II
Writing, Speaking, and Listening
A. Writing: 1. Types of Writing — distinguishing opinion/argument, informative/explanatory, and narrative writing; identifying the purpose, key components, and subgenres of each type; evaluating effectiveness. 2. Effective Writing — evaluating appropriateness for task/purpose/audience; evaluating development, organization, and style; identifying appropriate revisions; writing clearly and coherently; interrelationships among planning, revising, and editing. 3. Developmental Stages of Writing — identifying the grade-appropriate continuum of student writing (picture, scribble through conventional). 4. Digital Tools — characteristics and purposes of digital tools for producing, publishing, and sharing writing; digital tools for interacting with others. 5. Research Process — steps of the research process; primary vs. secondary sources; reliable vs. unreliable sources; paraphrasing vs. plagiarizing; locating credible print and digital sources; citing sources.

B. Language: 1. Conventions of Standard English — functions of parts of speech; correcting errors in grammar, usage, mechanics, and spelling; sentence types (simple, compound, complex, compound-complex); English dialects and registers in literature. 2. Word Meaning — literal meaning of unknown words from context, syntax, roots/affixes; types and interpretation of figurative language; word choice and tone relationship. 3. Tiered Vocabulary — differentiating among the three vocabulary tiers (conversational, academic, domain-specific); identifying relevant language features (word choice, order, punctuation).

C. Speaking and Listening: 1. Collaboration — techniques for communicating for various purposes with diverse partners; characteristics of active listening. 2. Oral Presentations — elements of engaging oral presentations (volume, articulation, audience awareness).
53%
42 questions

Key Topics by Content Category

Specific competencies from the official ETS 5001 Study Companion — at the level of knowledge appropriate for a beginning elementary teacher.

Foundational SkillsReading: Foundational Skills — Phonological Awareness, Phonics, FluencyPart of Category I · 47%
Phonological awareness — importance and hierarchy: the role of phonological awareness as a foundational skill for literacy development; the developmental hierarchy from larger to smaller units: compound word parts → syllables → onset-rime → phonemes; identifying and providing examples of phonemes (individual sounds), syllables (units of sound), onsets (initial consonant sound/cluster), and rimes (vowel + following consonants); the difference between phonological awareness (broader — includes syllables and rhyme) and phonemic awareness (narrowest — individual phonemes only)
Phonological awareness tasks: blending (combining separate sound units into a word — /k/-/æ/-/t/ → cat); segmenting (breaking a word into its component sound units — cat → /k/-/æ/-/t/); substituting (replacing one sound unit with another — change the /k/ in cat to /m/ → mat); deleting (removing a sound unit — say "slip" without the /s/ → lip). Know these operations at each level of the hierarchy (phoneme, syllable, onset-rime)
Phonics and word analysis: the importance of phonics and word analysis in literacy development; common letter-sound correspondences (consonant sounds, short vowels, long vowels, consonant blends, digraphs) and their spelling conventions; distinguishing high-frequency sight words (irregular words requiring memorization — the, was, said) from decodable words (applying phonics patterns — cat, stop, bike); identifying roots and affixes to decode unfamiliar words; common phonics/word recognition approaches for English Language Learners (ELLs) and how first-language phonology affects learning English phonics
Syllabication patterns: knowing common syllabication patterns for decoding multisyllabic words: open syllable (ends in a vowel — he, si-lo, ba-by); closed syllable (ends in a consonant — cat, in, pam-phlet); vowel-consonant-e / CVe (silent e pattern — cake, bike, com-pete); other patterns (r-controlled, vowel teams, consonant-le). Syllabication is a key strategy for decoding multisyllabic words that cannot be decoded phoneme by phoneme
Fluency: defining fluency — the three components: accuracy (reading words correctly), rate (reading at an appropriate pace, measured in words per minute), and prosody (reading with appropriate phrasing, intonation, and expression — resembling spoken language); the relationship between fluency and comprehension — automaticity in word recognition frees cognitive resources for meaning-making; indicators of fluency problems (choppy word-by-word reading, inattention to punctuation, monotone reading) and how they affect comprehension
Literature & Informational TextReading: Literature and Informational Text — Key Ideas, Structures, Point of View, ComplexityPart of Category I · 47%
Key ideas and details: identifying key details in literary texts (specific events, character actions, setting details) and how they support the central message, theme, or moral; identifying the central idea and key supporting details in informational texts; making evidence-based inferences (conclusions not directly stated but supported by text evidence); summarizing (capturing main ideas without personal opinion); analyzing character development, setting, and plot structure in literary texts; analyzing how individuals, events, and ideas develop and interact in informational texts
Text features and organizational structures: structural elements unique to different literary genres — drama (cast of characters, stage directions, acts, scenes), poetry (rhyme scheme, meter, stanza, line breaks), prose narratives (chapters, scenes); informational text features (headings, subheadings, sidebars, captions, glossaries, indexes, hyperlinks, tables of contents) and their purpose in helping readers navigate and locate information; organizational structures in informational text — cause/effect (signal words: because, as a result, therefore), problem/solution, compare/contrast, sequence, description
Point of view: identifying the author's point of view (first person, third person limited, third person omniscient) in various genres and supporting conclusions with textual evidence; comparing and contrasting multiple accounts of the same historical event, scientific phenomenon, or topic from different perspectives to identify similarities and differences in point of view; how point of view affects the overall structure and content of literary and informational texts; distinguishing an author's perspective from factual reporting
Integrating and comparing information: how visual elements (illustrations, photographs, diagrams, charts, graphs, maps) and oral elements enhance the meaning of a literary text; comparing a written story with its oral, staged, or filmed version; comparing two or more texts that address the same theme to identify how different authors approach it; comparing two or more informational texts on the same topic to evaluate different authors' interpretations; evaluating the validity of an argument by assessing whether reasons and evidence adequately support the claim
Text complexity: the three factors that measure text complexity — quantitative (features measurable by computer such as word frequency/sentence length/syllable count; expressed as Lexile levels or grade-band ranges); qualitative (features evaluated by human readers: levels of meaning, text structure complexity, language conventionality/clarity, knowledge demands); reader and task considerations (motivation, background knowledge, purpose, task complexity). Features of text-leveling systems (Lexile, Guided Reading Level, DRA) and what each measures
WritingWriting — Types, Effectiveness, Process, Research (Category II Sub-area A)Part of Category II · 53%
Types of writing and their defining characteristics: opinion/argument writing — takes a position, uses reasons and evidence to support it, acknowledges counter-arguments; informative/explanatory writing — explains, describes, or informs without taking a position; narrative writing — tells a story with characters, setting, conflict, and resolution. Key subgenres: speeches and advertisements (persuasive); narrative poems (literary); personal essays (hybrid). Know the purpose, key components, and text structure of each type — and be able to evaluate writing samples to identify which type they represent
Effective writing: evaluating appropriateness for a specific task, purpose, and audience; evaluating the development (how well ideas are elaborated), organization (logical structure and flow), and style (word choice, sentence variety, voice) of a piece of writing; identifying appropriate revisions that would improve a piece — adding specific evidence, strengthening transitions, improving word choice, eliminating repetition; writing clearly and coherently; understanding the recursive relationships among planning, revising, and editing in the writing process
Developmental stages of writing: the grade-appropriate continuum of student writing development — from pre-communicative (random marks, not yet letters), through pre-phonetic (letter strings without sound-symbol correspondence), through phonetic/semiphonetic (representing some sounds with letters), through transitional (applying phonics patterns, some conventional spelling), to conventional writing (standard spelling, grammar, punctuation). Identifying which stage a student writing sample represents and what it reveals about their literacy development
Research process: the steps of the research process (topic selection, question formulation, source location, note-taking, organizing, drafting, citing); distinguishing primary sources (original documents — diaries, photographs, government documents, speeches, original research) from secondary sources (analysis/interpretation of primary sources — textbooks, encyclopedia articles, biographies); evaluating sources for credibility, reliability, and relevance; distinguishing paraphrasing (rewording in your own words while preserving meaning) from plagiarizing (using someone's ideas or words without attribution); locating print and digital sources; citing sources correctly
LanguageLanguage — Conventions, Vocabulary, and Tiered Vocabulary (Category II Sub-area B)Part of Category II · 53%
Conventions of standard English — grammar and mechanics: functions of different parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, interjections) and how to explain them; correcting errors in usage (subject-verb agreement, pronoun-antecedent agreement, verb tense consistency), mechanics (comma use, apostrophe, capitalization, end punctuation), and spelling; identifying examples of different sentence types — simple (one independent clause), compound (two independent clauses joined by a conjunction), complex (one independent + one dependent clause), compound-complex (two independent + one or more dependent clauses)
Determining word meaning: strategies for determining the literal meaning of unknown words and phrases — context clues (using surrounding words and sentences to infer meaning), syntax (using grammatical structure to narrow meaning possibilities), knowledge of roots and affixes (prefixes, suffixes, Greek and Latin roots); types of figurative language — simile (comparison using like or as), metaphor (direct comparison), personification (human qualities attributed to non-human things), idiom (phrase with non-literal meaning), hyperbole (deliberate exaggeration), alliteration (repeated consonant sounds); interpreting figurative language in literary and informational texts; analyzing how word choice contributes to tone
Tiered vocabulary (most tested Language topic): the three-tier vocabulary framework: Tier 1 = basic, conversational words that most students know without direct instruction (run, happy, house); Tier 2 = high-frequency academic words that appear across multiple content areas and require explicit instruction (analyze, contrast, significant, precise, justify); Tier 3 = domain-specific, low-frequency technical vocabulary for specific content areas (photosynthesis, isotope, legislature). Tier 2 words are the highest instructional priority — they support academic reading and writing across all subjects. Know how to identify which tier a given word belongs to and which instructional approach is most appropriate for each tier
Language forms, functions, and varieties: appropriate formal language levels across different contexts (academic writing vs. casual conversation — register shifting); how English dialects and registers used in stories, dramas, and poems support overall meaning (e.g., dialect in The Color Purple or Their Eyes Were Watching God creates authenticity and character); identifying relevant language features — word choice (precision, connotation), word order (syntax), and punctuation choices for effect; sentence expansion (adding detail through modification), reduction (concision), and combination (coordination and subordination)
Speaking & ListeningSpeaking and Listening — Collaboration and Oral Presentations (Category II Sub-area C)Part of Category II · 53%
Effective collaboration characteristics: techniques for communicating for a variety of purposes with diverse partners (peer discussion, literature circles, collaborative research, class debate); the characteristics of active listening — maintaining eye contact, avoiding interruption, paraphrasing to confirm understanding, asking clarifying questions, building on others' ideas; discourse conventions that support productive discussion; turn-taking and building consensus; the differences between collaborative and competitive discourse modes
Engaging oral presentations: elements of effective oral presentations: volume (audible to all audience members), articulation (clear pronunciation), awareness of audience (adapting content and language to the listeners), pace (appropriate rate for comprehension), eye contact, body language; structuring an oral presentation (clear introduction, logical sequencing of main points, effective conclusion); selecting appropriate facts, details, and examples for the purpose and audience; integrating visual or multimedia elements purposefully; evaluating the effectiveness of oral presentations

Registration, Test Day & Scoring

Everything you need to know before and on exam day for the 5002 Reading and Language Arts subtest.

Registration

Where to registerpraxis.ets.org
Can take standaloneYes — independently
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

Total questions80 selected-response
Time90 minutes
Innovative item types≥4 types included
CalculatorNot provided

Retirement Timeline

5002 retiresAugust 2028
5001 series retiresAugust 2028
New series launchedMarch 9, 2026
Verify your stateets.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: Reading and Language Arts Subtest (5002) are set individually by each state. Always verify the exact passing score at ets.org/praxis/states before registering — and confirm your state still requires the 5002 rather than a test from the new Fundamentals series.

There is no penalty for wrong answers — always answer every question. For multi-select questions, all correct answers must be identified for full credit. Some questions may not count toward the score.

How to Prepare for the Praxis Elementary Education: Reading and Language Arts Subtest (5002)

Strategies for an 80-question, 90-minute exam where Writing, Speaking, and Listening (53%) is the larger category — and innovative item types require specific preparation.

  • Writing, Speaking, and Listening (53%, 42 questions) is the LARGER category — prepare it first, not second. This is the single most important structural fact about the 5002 that most candidates miss. Because the test is named “Reading and Language Arts,” many candidates assume Reading is the primary category and spend most of their time on phonics and comprehension. But Writing, Speaking, and Listening accounts for 42 of the 80 questions — more than Reading. Within Category II, know all five Writing sub-areas (types, effectiveness, developmental stages, digital tools, research), the Language sub-areas (conventions, word meaning, tiered vocabulary), and Speaking/Listening characteristics.
  • The ≥4 innovative item types require specific preparation — they are not like standard multiple-choice. Multi-select questions require identifying ALL correct answers — a partially correct selection earns no credit. Order-matching questions require sequencing items (writing process steps, developmental writing stages) in correct order. Grid/matching questions require assigning items to categories (tiered vocabulary, text structure types). Practice these question formats specifically using the ETS official interactive practice tests for the 5002, which use the same innovative formats. Standard multiple-choice practice will not prepare you for these item types.
  • Tiered vocabulary is among the most frequently tested Language topics — know the three tiers by name with clear examples. Tier 1 (basic conversational words — most students know without instruction), Tier 2 (high-frequency academic words used across content areas — the most important to teach explicitly: analyze, contrast, significant, justify, evidence), Tier 3 (domain-specific technical vocabulary for specific content areas — photosynthesis, legislative, denominator). The exam tests whether you can identify which tier a given word belongs to, which instructional approach is appropriate for each tier, and why Tier 2 words are the highest instructional priority for academic success.
  • Text complexity — the three-factor framework — appears in both Reading questions and Writing instruction questions. Know the three factors: quantitative (measurable by computer — Lexile level, word frequency, sentence length), qualitative (evaluated by humans — levels of meaning, text structure, language conventionality, knowledge demands), and reader and task considerations (student background, motivation, purpose, task). Know what text-leveling systems (Lexile, Guided Reading Level, DRA) measure and their limitations. Text complexity questions often present a scenario and ask which factor should be primary in selecting a text for a specific student or instructional purpose.
  • Developmental stages of writing appear in multiple question formats — including innovative item types requiring correct sequencing. Know the developmental stages of student writing from earliest to most advanced: pre-communicative (random marks) → pre-phonetic/semiphonetic (letter strings without or with partial sound-symbol correspondence) → phonetic (representing sounds systematically with letters — invented spelling) → transitional (applying patterns, conventional spelling emerging) → conventional. Order-matching questions may ask you to sequence these stages. Single-selection questions may present a writing sample and ask which stage it represents. Know what each stage reveals about the student's phonics and phonemic awareness development.
  • Download the ETS official interactive practice tests for the 5002 — not just the Study Companion sample questions. The ETS website offers interactive practice tests for the 5002 that use the same innovative item formats as the real exam, provide immediate feedback, and show performance breakdowns by content category. These are the most realistic practice available and the only way to practice the actual innovative item types (multi-select, order matching, grids) before test day. Complete the Study Companion's discussion questions as well — they cover every sub-area of both categories and reveal the depth of understanding the exam requires.

Frequently Asked Questions

Answers sourced from the official ETS Praxis Elementary Education: Multiple Subjects (5001) Study Companion.

How many questions are on the Praxis Elementary Education: Reading and Language Arts Subtest (5002)?
The exam contains 80 selected-response questions with a 90-minute time limit. Questions span two categories: Reading (38 questions, 47%) and Writing, Speaking, and Listening (42 questions, 53%). The test includes a minimum of four innovative item types (multi-select, order matching, grids). No calculator is provided. Some questions may not count toward the score.
Is Writing, Speaking, and Listening really the larger category on the 5002?
Yes — Writing, Speaking, and Listening (53%, 42 questions) is larger than Reading (47%, 38 questions). This surprises many candidates who expect Reading to dominate a “Reading and Language Arts” test. Writing, Speaking, and Listening covers three major sub-areas: Writing (types, effectiveness, developmental stages, digital tools, research), Language (grammar conventions, word meaning, tiered vocabulary), and Speaking/Listening (collaboration, oral presentations).
What are innovative item types on the Praxis 5002?
Per ETS, the 5002 includes “single-selection multiple-choice items with four answer choices and a minimum of four innovative item types, such as multiple selection, order matching, and grids.” Multiple-selection questions require identifying ALL correct answers. Order-matching questions require arranging items in a specified sequence. Grid questions require matching items to categories. These formats require specific preparation beyond standard multiple-choice practice. Use the official ETS interactive practice tests to practice these item types before test day.
What is the difference between the Praxis 5002 and 7812?
The 5002 (Reading and Language Arts) is a content knowledge subtest of the 5001 Multiple Subjects series — 80 questions, CCSS-aligned, covering Reading (47%) and Writing/Speaking/Listening (53%). The 7812 (Reading and Language Arts CKT) is a specialist-level assessment — 63 questions, ~80% CKT tasks requiring applying literacy knowledge to teaching tasks, may include audio questions, and is based on ILA/IDA standards. The 7812 is more rigorous. Different states require different tests — always verify at ets.org/praxis/states.
Is the Praxis 5002 being retired?
Yes. The 5002 is part of the 5001 Multiple Subjects series, which retires in August 2028, being replaced by the new Elementary Education Fundamentals series (8002–8006), launched March 9, 2026. Both series are currently live simultaneously. Verify your state's requirement at ets.org/praxis/states before registering.
What is the passing score for the Praxis Elementary Education: Reading and Language Arts Subtest (5002)?
Passing scores vary by state or licensing agency. Always verify the specific requirement for your state at ets.org/praxis/states before registering. There is no penalty for wrong answers — always answer every question.

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Adaptive practice questions covering both Reading and Writing/Speaking/Listening — including innovative item format practice (multi-select, order matching, grids) aligned to the official 5002 content specification.

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Sources: ETS Praxis Elementary Education: Multiple Subjects (5001) Study Companion (official PDF, praxis.ets.org/on/demandware.static/-/Library-Sites-ets-praxisLibrary/default/pdfs/5001.pdf); ETS Praxis 5002 interactive practice tests; ETS 5001 series test page (praxis.ets.org/test/5001.html); Common Core State Standards (CCSS) for English Language Arts; Beck, McKeown, and Kucan (2013) — Bringing Words to Life: Three-Tier Vocabulary Framework. Praxis® is a registered trademark of ETS. This site is not affiliated with or endorsed by ETS. Passing score requirements vary by state — always verify at ets.org/praxis/states.
Last Updated: May 22, 2026