RICA SUBTEST 2 COMPLETE
QUESTIONS AND ANSWERS WITH REAL
SOLUTIONS
,Listening Vocabulary - ANSWERConsist of the words, you understand when listening to
people speak.
Speaking Vocabulary - ANSWERConsist of the words you use when you talk.
* smaller than listening vocabulary *
Writing Vocabulary - ANSWERConsist of words you use when you write.
Sight (Reading) Vocabulary - ANSWERConsists of the words you can recognize and
correctly pronounce.
Meaning (Reading) Vocabulary - ANSWERConsist of the words, you understand when
reading silently.
The 5 Different Vocabularies - ANSWER1. Listening Vocabulary
2. Speaking Vocabulary
3. Writing Vocabulary
4. Sight (Reading) Vocabulary
5. Meaning (Reading) Vocabulary
Academic Language - ANSWERIs the language used in textbooks and texts— it is the
language of the classroom.
* different language from everyday social interaction language *
Includes technical or specific academic language, and nontechnical academic
language.
Technical Academic Language (A.K.A, Specific Academic Language or Domain-
Specific Academic Language) - ANSWERRefers to words related to a specific
discipline.
EX: In history, students will use terms such as sovereignty, monarchy, tyranny, and
representation.
Nontechnical Academic Language (A.K.A, General Academic Language) -
ANSWERAcademic words that run across disciplines.
EX: Terms such as theory, hypothesis, analysis, and synthesis.
Background Knowledge - ANSWERRefers to what you know about a topic.
,What is the foundation upon which greater knowledge can be built? -
ANSWERBackground Knowledge
(?)
What is the role of vocabulary, academic language, and background knowledge in
reading development? - ANSWERThe more developed a child vocabulary, academic
language, and background knowledge are the better they will be at all aspects of
reading.
What does knowing words, meanings help in achievement of? - ANSWERSwift and
accurate word recognition and all aspects of fluency (rate, accuracy, prosody)
A child's vocabulary level is both an indicator and predictor of? - ANSWERWhether or
not a child understands what they are reading.
Children who comprehend a text will be able to? - ANSWERDefine several key words in
the text after reading.
As a teacher, what is something you can do to make a prediction if the child will
comprehend a text? - ANSWERYou can give a test of target vocabulary words to make
predictions if the children will be able to comprehend a text.
If you do not understand the meaning of important words in a reading selection, then
there is... - ANSWERNo chance you understand what you have read.
What causes a lack of comprehension in terms of academic language? -
ANSWERInadequate level of vocabulary and a lack of proficiency with academic
language or lack of technical academic language in a specific area.
EX: A student may understand academic language in history, but may struggle with
academic language in geology.
Causes of poor comprehension. - ANSWER1. Low general vocabulary skills (meaning
the student doesn't understand the meaning of general vocabulary words)
2. Lack of proficiency with academic language
3. Lack of background knowledge of a topic
To comprehend to text a reader must have adequately developed - ANSWER1.
meaning vocabulary
2. Academic language vocabulary
3. Background knowledge
Matthew Effect - ANSWERStates that over a period of time the gap between high-
achieving and low-achieving readers widens.
, In terms of reading, it is vital for all children to receive effective.... - ANSWERVocabulary
instruction
For struggling children, what is essential in primary grades? - ANSWERTimely
intervention
In terms of vocabulary, knowledge and concept learning, there is a reciprocal
relationship between... - ANSWERLearning meanings of words and acquiring broader
concepts
The more words, you know = more concepts you learn
The more concepts, you learn = the more words you know
The reciprocal relationship between level of background knowledge and vocabulary -
ANSWERThe greater background knowledge = more words, you know
More words, you know = greater background knowledge
Unknown words - ANSWERAre words, the children cannot define, even partially
Acquainted words - ANSWERAre words the child has some level of understanding, that
is, knows part of their meaning
Establish Words - ANSWERAre words the child knows well and immediately
understands
The Incremental Process of Learning Vocabulary - ANSWERUnknown words ->
Acquainted words -> Established words
Is vocabulary instruction limited to small groups of words that are the focus of direct
instruction (target or key words) - ANSWERNo
EX: students reading about garage cells, have targeted words like advertising,
collectible, bargain, and junk.
In terms of vocabulary, instruction, target words and larger sets of words teachers must
carefully plan activities that promote, what? - ANSWERKnowledge of larger sets of
words
Text is more _______ than speech - ANSWERComplex
Fiction and informational books use - ANSWERA larger and more sophisticated
vocabulary, and more complex language structure than speech
The complexity of written language requires teachers to teach - ANSWERVocabulary,
academic language, and background knowledge (Written Language)
QUESTIONS AND ANSWERS WITH REAL
SOLUTIONS
,Listening Vocabulary - ANSWERConsist of the words, you understand when listening to
people speak.
Speaking Vocabulary - ANSWERConsist of the words you use when you talk.
* smaller than listening vocabulary *
Writing Vocabulary - ANSWERConsist of words you use when you write.
Sight (Reading) Vocabulary - ANSWERConsists of the words you can recognize and
correctly pronounce.
Meaning (Reading) Vocabulary - ANSWERConsist of the words, you understand when
reading silently.
The 5 Different Vocabularies - ANSWER1. Listening Vocabulary
2. Speaking Vocabulary
3. Writing Vocabulary
4. Sight (Reading) Vocabulary
5. Meaning (Reading) Vocabulary
Academic Language - ANSWERIs the language used in textbooks and texts— it is the
language of the classroom.
* different language from everyday social interaction language *
Includes technical or specific academic language, and nontechnical academic
language.
Technical Academic Language (A.K.A, Specific Academic Language or Domain-
Specific Academic Language) - ANSWERRefers to words related to a specific
discipline.
EX: In history, students will use terms such as sovereignty, monarchy, tyranny, and
representation.
Nontechnical Academic Language (A.K.A, General Academic Language) -
ANSWERAcademic words that run across disciplines.
EX: Terms such as theory, hypothesis, analysis, and synthesis.
Background Knowledge - ANSWERRefers to what you know about a topic.
,What is the foundation upon which greater knowledge can be built? -
ANSWERBackground Knowledge
(?)
What is the role of vocabulary, academic language, and background knowledge in
reading development? - ANSWERThe more developed a child vocabulary, academic
language, and background knowledge are the better they will be at all aspects of
reading.
What does knowing words, meanings help in achievement of? - ANSWERSwift and
accurate word recognition and all aspects of fluency (rate, accuracy, prosody)
A child's vocabulary level is both an indicator and predictor of? - ANSWERWhether or
not a child understands what they are reading.
Children who comprehend a text will be able to? - ANSWERDefine several key words in
the text after reading.
As a teacher, what is something you can do to make a prediction if the child will
comprehend a text? - ANSWERYou can give a test of target vocabulary words to make
predictions if the children will be able to comprehend a text.
If you do not understand the meaning of important words in a reading selection, then
there is... - ANSWERNo chance you understand what you have read.
What causes a lack of comprehension in terms of academic language? -
ANSWERInadequate level of vocabulary and a lack of proficiency with academic
language or lack of technical academic language in a specific area.
EX: A student may understand academic language in history, but may struggle with
academic language in geology.
Causes of poor comprehension. - ANSWER1. Low general vocabulary skills (meaning
the student doesn't understand the meaning of general vocabulary words)
2. Lack of proficiency with academic language
3. Lack of background knowledge of a topic
To comprehend to text a reader must have adequately developed - ANSWER1.
meaning vocabulary
2. Academic language vocabulary
3. Background knowledge
Matthew Effect - ANSWERStates that over a period of time the gap between high-
achieving and low-achieving readers widens.
, In terms of reading, it is vital for all children to receive effective.... - ANSWERVocabulary
instruction
For struggling children, what is essential in primary grades? - ANSWERTimely
intervention
In terms of vocabulary, knowledge and concept learning, there is a reciprocal
relationship between... - ANSWERLearning meanings of words and acquiring broader
concepts
The more words, you know = more concepts you learn
The more concepts, you learn = the more words you know
The reciprocal relationship between level of background knowledge and vocabulary -
ANSWERThe greater background knowledge = more words, you know
More words, you know = greater background knowledge
Unknown words - ANSWERAre words, the children cannot define, even partially
Acquainted words - ANSWERAre words the child has some level of understanding, that
is, knows part of their meaning
Establish Words - ANSWERAre words the child knows well and immediately
understands
The Incremental Process of Learning Vocabulary - ANSWERUnknown words ->
Acquainted words -> Established words
Is vocabulary instruction limited to small groups of words that are the focus of direct
instruction (target or key words) - ANSWERNo
EX: students reading about garage cells, have targeted words like advertising,
collectible, bargain, and junk.
In terms of vocabulary, instruction, target words and larger sets of words teachers must
carefully plan activities that promote, what? - ANSWERKnowledge of larger sets of
words
Text is more _______ than speech - ANSWERComplex
Fiction and informational books use - ANSWERA larger and more sophisticated
vocabulary, and more complex language structure than speech
The complexity of written language requires teachers to teach - ANSWERVocabulary,
academic language, and background knowledge (Written Language)
