RICA SUBTEST 2 CTC SAMPLE
QUESTIONS WITH COMPLETE
SOLUTIONS
, Lately, when choosing a book to read, a third grader who reads at grade level always
selects books from a series that is written in a very formulaic style that does little to
extend his conceptual or language development. The teacher's best response to this
behavior would be to: - ANSWERprovide the student with books with similar themes or
on similar topics that are more challenging for him.
A second-grade student has limited vocabulary knowledge, which hinders the student's
word recognition and reading comprehension. The student's oral reading is slow and
labored, and the student typically spends the majority of independent reading time
browsing through books, making little effort to read the actual words on the page.
Research has shown that which of the following is most likely to happen if this student
receives no instructional intervention? - ANSWERThe student will begin to fall behind
peers in reading development and will continue to fall further behind in later grades as
texts include increasingly difficult vocabulary.
Which of the following statements best explains an important limitation of teaching
students to rely on context as their primary strategy for determining the meaning of
unfamiliar words in texts? - ANSWERExplicit context clues about a word's meaning are
not very common in most texts, while implicit contextual clues often require students to
apply background knowledge they lack.
A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit,
students will read chapters from their social studies and science textbooks as well as
relevant fictional narratives. These materials will also be incorporated into a variety of
instructional activities designed to promote students' reading development. Which of the
following statements best describes an important advantage of using a cross-curricular
approach such as this unit to promote students' reading development? -
ANSWERReading instruction that integrates a variety of related texts promotes deep
processing of new vocabulary through multiple exposures to key words and concepts.
A middle school teacher writes the morpheme dict on the board, pronounces it, and
explains that dictderives from the Latin word for "speak." The teacher then asks
students if they can think of English words that start with or include dict. The teacher
uses the students' suggestions to create the diagram shown below. - ANSWERapply
knowledge of word roots as a word-learning strategy.
A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in
an appropriate level text and asks students to determine reasonable and logical words
to complete each blank. This technique is useful as an informal assessment of students'
understanding of English language structures primarily because it requires them to: -
ANSWERselect appropriate words based on their grammatical function as well as on
their meaning.
QUESTIONS WITH COMPLETE
SOLUTIONS
, Lately, when choosing a book to read, a third grader who reads at grade level always
selects books from a series that is written in a very formulaic style that does little to
extend his conceptual or language development. The teacher's best response to this
behavior would be to: - ANSWERprovide the student with books with similar themes or
on similar topics that are more challenging for him.
A second-grade student has limited vocabulary knowledge, which hinders the student's
word recognition and reading comprehension. The student's oral reading is slow and
labored, and the student typically spends the majority of independent reading time
browsing through books, making little effort to read the actual words on the page.
Research has shown that which of the following is most likely to happen if this student
receives no instructional intervention? - ANSWERThe student will begin to fall behind
peers in reading development and will continue to fall further behind in later grades as
texts include increasingly difficult vocabulary.
Which of the following statements best explains an important limitation of teaching
students to rely on context as their primary strategy for determining the meaning of
unfamiliar words in texts? - ANSWERExplicit context clues about a word's meaning are
not very common in most texts, while implicit contextual clues often require students to
apply background knowledge they lack.
A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit,
students will read chapters from their social studies and science textbooks as well as
relevant fictional narratives. These materials will also be incorporated into a variety of
instructional activities designed to promote students' reading development. Which of the
following statements best describes an important advantage of using a cross-curricular
approach such as this unit to promote students' reading development? -
ANSWERReading instruction that integrates a variety of related texts promotes deep
processing of new vocabulary through multiple exposures to key words and concepts.
A middle school teacher writes the morpheme dict on the board, pronounces it, and
explains that dictderives from the Latin word for "speak." The teacher then asks
students if they can think of English words that start with or include dict. The teacher
uses the students' suggestions to create the diagram shown below. - ANSWERapply
knowledge of word roots as a word-learning strategy.
A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in
an appropriate level text and asks students to determine reasonable and logical words
to complete each blank. This technique is useful as an informal assessment of students'
understanding of English language structures primarily because it requires them to: -
ANSWERselect appropriate words based on their grammatical function as well as on
their meaning.
