RICA Subtest 1

Front

Phonemic awareness task measured by asking a student to identify the number of sounds in the word 'coat'.

Back

Recognizing the amount of phonemes contained in a word.

Front

Which spelling development stage shows understanding of letter-sound correspondence? Options: precommunicative, semiphonetic, phonetic, transitional

Back

semiphonetic

Front

Instructional strategy for first graders to develop whole-word reading and automatic word recognition skills for simple short-vowel phonics pattern.

Back

Provide modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally.

Front

Which method would most effectively help second-grade students read words ending in the inflectional morpheme -ing?

Back

Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection.

Front

Using silent reading to promote fluency should be limited to which students?

Back

Students who have already acquired automaticity in their reading.

Front

A sixth-grade student reads narrative texts fluently and comprehends them well but struggles with a grade-level expository passage on an unfamiliar topic. The student hesitates, rereads sentences and paragraphs, and shows limited comprehension afterward. What is most likely causing this difficulty?

Back

The student's lack of exposure with this type of academic-language structure presented in the text negatively affects his reading comprehension.

Front

Which strategy should a teacher use to improve students' reading rate and automaticity when two students are at the same level?

• Create a paired silent reading lesson, where the students read the same passage silently while sitting together. They stop after a specified amount of time to talk about their understanding of the text.
• Use Repeated Reading, where each student takes turns reading aloud from the same text to the other student while the other student follows along silently.
• Create a paired reading activity, in which the students read side by side and share text aloud in unison, gradually increasing their pace as they proceed through the text.
• Use a timed partner-reading activity, in which the students take turns silently reading a shared text for one minute while the other student keeps time and says when to stop.

Back

Create a paired reading activity, in which the students read side by side and share text aloud in unison, gradually increasing their pace as they proceed through the text.

Front

Reading assessment error: Student pronounces 'tentacles' as 'ten-tac-oles'.

Back

This child demonstrates an understanding of pronunciation through syllabication and phonics awareness correctly but does not recognize the word.

Front

Instructional strategy to help fifth-grade students spell scientific terms like condensation, dissolve, insulator, temperature, precipitation, and sedimentary? Options: Demonstrating syllable splitting, Providing pop quizzes, Teaching etymology, Using scientific dictionaries.

Back

Teaching a lesson on etymology with these terms, so the students have an understanding where their root spelling derives from.

Front

How does the activity of relating the spelling of 'schist' to its Greek origin help develop students' reading skills?

Back

Providing historical context to improve their ability to decode multisyllabic words.