RICA Subtest 1

Front

Which spelling development stage do students usually begin to demonstrate an understanding of the correspondence between letters and sounds? Options: precommunicative, semiphonetic, phonetic, transitional

Back

semiphonetic

Front

What instructional strategy would most effectively help first graders develop whole-word reading and automatic word recognition skills for simple short-vowel phonics patterns? Options: Begin the lesson with a teacher read-aloud that follows an activity of Echo Reading and then moves into using the Gradual Release of Responsibility model to choral reread the students' favorite texts that include some simple words, The teacher should schedule silent independent reading practice using the i + i strategy from word lists based on the students' oral language vocabulary, Provide modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally, Exposing students to the environmental print found within the classroom to provide exposure to everyday words and phrases

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 who show the ability to decode skills in order to read words that end in the inflectional morpheme -ing? Options: explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection, use the think-aloud method during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing, have students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing, directly and explicitly teach the -ing ending in the context of an instructional unit.

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

While implementing silent reading to promote fluency, what should a teacher keep in mind?

Back

should be limited to students who have already acquired automaticity in their reading.

Front

A second-grade teacher designs a lesson to help a small group of students read at a more appropriate rate. Two students in the group have been assessed at the same level for both reading rate and reading automaticity. Which strategy should the teacher use to most effectively improve the students' reading need?

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

A first grade teacher is conducting a 1-to-1 reading assessment with a student. When the student comes to the word, tentacles, they pause and try to pronounce it by sounding it out. The student's pronunciation sounds like "ten-tac-oles." This assessment best shows which of the following reading pronunciation error?

Back

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

Front

A group of fifth-grade students are having trouble spelling vocabulary from their science textbook, such as condensation, dissolve, insulator, temperature, precipitation, and sedimentary. Which instructional strategy would likely be most effective in helping these students improve their scientific term spelling?

Back

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

Front

The use of rhyming texts for kindergarten read alouds is likely to promote the reading development of students by

Back

promoting phonological awareness

Front

A kindergarten teacher plays a game where she says the initial sound of a student's name (e.g., /m/ for Mariko). This activity is likely to promote the reading development of students primarily by helping them:

Back

recognize that a spoken word is made up of sounds.

Front

Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness? Options: asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?"), having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story, asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words, having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble)

Back

asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")