Program Overview
A major initiative in Connecticut's efforts to close the achievement gap is to improve students' reading skills, particularly in the early grades. In the fall of 2007, a Reading Summit was held with private and public advocates for children to coordinate state efforts to improve childhood literacy. This summit established as one of its recommendations that Connecticut require a test for prospective teachers in the teaching of reading.
Beginning on or after July 1, 2009, teacher candidates in Connecticut applying for an Integrated Early Childhood, NK–3 Endorsement (endorsement #113) or Elementary Education Grades K–6 Endorsement (endorsement #013) will be required to take and pass the Connecticut Foundations of Reading test, a test of reading instruction knowledge and skills administered by the Evaluation Systems group of Pearson.
The test may also be required for reinstatement of other elementary or early childhood endorsements after a lapse in certification.
About the Test
The Connecticut Foundations of Reading test reflects scientifically based reading research and is aligned closely to state reading standards as reflected in Connecticut's Blueprint for Reading Achievement (2000) and Beyond the Blueprint: Literacy in Grades 4–12 and Across the Content Areas (2007). The test is criterion referenced and objective based. A criterion-referenced test is designed to measure a candidate's subject-matter knowledge in relation to an established standard rather than in relation to the performance of other candidates.
The Foundations of Reading test assesses a candidate's proficiency in and depth of understanding of the subject of reading and writing development by measuring areas of knowledge called subareas. Within each subarea, statements of important knowledge, called objectives, define the content of the test. The test objectives are available by selecting "Test Objectives" on the program website "Prepare" page.
The test is made up of 100 multiple-choice and 2 open-response (i.e., essay) items distributed across the test's subareas as shown in the table below. Each multiple-choice item assesses knowledge or skills related to one of three major areas of reading instruction named in the test's subareas, while the open-response items provide examinees with the opportunity to apply their knowledge and understanding of content related to two or more of these areas. Responses to the open-response items are expected to be appropriate and accurate in the application of subject-matter knowledge, to provide high-quality and relevant supporting evidence, and to demonstrate a soundness of argument and understanding of the field.
| Subarea | Approximate Number of Multiple-Choice Items | Number of Open-Response Items |
|---|---|---|
| I. Foundations of Reading Development | 43–45 | |
| II. Development of Reading Comprehension | 33–35 | |
| III. Reading Assessment and Instruction | 21–23 | |
| IV. Integration of Knowledge and Understanding | 2 | |
| TOTAL TEST | 100 | 2 |
The test may include items that will not count toward an examinee's score. These items are included on the test in order to collect information about how they will perform under actual testing conditions.