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

Spelling development stage where students demonstrate understanding of letter-sound correspondence: precommunicative, semiphonetic, phonetic, transitional.

Back

semiphonetic

Front

Instructional strategy for developing whole-word reading in first graders who can sound out and blend words with 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 decode words ending in -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

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

Back

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

Front

What is most likely causing a sixth-grade student's difficulty in reading a grade-level expository passage fluently when they have good comprehension of narrative texts?

Back

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

Front

Strategy to improve reading rate and automaticity for two students assessed at the same level.

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 student pronounces 'tentacles' as 'ten-tac-oles' during a reading assessment. What reading pronunciation error does this demonstrate?

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.

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.