California Commission on Teacher
3 TSETBUS • ACIR
RICA✦
✦
SUB 3
Credentialing
Reading Instruction Competence Assessment · Subtest 3
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 3 Examination
A SS E SS M E N T TY P E S · I N ST R U C T I O N A L D E L I V E R Y · I N T E R V E N T I O N · I N D E P E N D E N T R E A D I N G · D ATA
A N A LYS I S
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 3 — Case Study & Assessment ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Assessment · Instruction · Intervention ·
Independent Reading
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 3 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 3.
▸ Content covers: assessment types (entry-level, progress monitoring, summative, standardized, IRI), norm-referenced scores
(percentile, grade equivalent, stanine), differentiated instruction (flexible grouping, RtI tiers, IEP/504 accommodations),
instructional delivery (orientation, presentation, structured/guided practice, independent practice), independent reading
strategies (Goldilocks test, five-finger rule, SSR, Reader's Workshop), and the nine elements of a balanced reading instruction
program.
▸ Key frameworks: systematic teaching steps, components of effective instruction delivery, and strategies for teaching
comprehension in narrative and expository texts.
SECTION I — ASSESSMENT, INSTRUCTION & INTERVENTION Questions 1 – 25
1. What are the three types of reading assessments and their purposes?
A. Diagnostic, formative, and standardized — all serve the same purpose.
B. Entry-level (implemented before instruction to determine prerequisite skills and who needs more help), Progress
Monitoring (during instruction to determine adequate progress), and Summative (after instruction to determine
mastery of standards).
C. Oral, written, and performance — based on delivery method.
D. Teacher-made, district-mandated, and state-required — based on origin.
CORRECT ANSWER B — Entry-level (implemented before instruction to determine prerequisite skills and who needs more
help), Progress Monitoring (during instruction to determine adequate progress), and Summative (after
instruction to determine mastery of standards).
RATIONALE Three assessment types: ENTRY-LEVEL (before instruction — determines prerequisite skills, who already
mastered content, and who needs more help), PROGRESS MONITORING (during instruction — determines
which students are making adequate, advanced, or slow progress), and SUMMATIVE (after instruction —
determines mastery of objectives and teacher effectiveness). Differentiation for students with special needs:
give more time, divide into smaller units, change mode of delivery, provide practice assessments, provide
simpler versions. Standardized test quality indicators: RELIABILITY (consistent scores) and VALIDITY
(measures what it claims to measure).
, 2. What are norm-referenced scores and what types are commonly used?
A. Scores that measure only what a student knows without comparison to others.
B. Scores allowing comparison between test-takers and a national average. Types: Percentile scores (1–99; 90 = better
than 90% of test-takers), Grade Equivalent scores (raw score translated to grade/month), and Stanine scores (1–9
scale; 5 is average).
C. Scores used only for college entrance examinations.
D. Scores based on teacher observation and anecdotal records.
CORRECT ANSWER B — Scores allowing comparison between test-takers and a national average. Types: Percentile scores
(1–99; 90 = better than 90% of test-takers), Grade Equivalent scores (raw score translated to
grade/month), and Stanine scores (1–9 scale; 5 is average).
RATIONALE NORM-REFERENCED scores compare students to a national average. PERCENTILE SCORES: raw score
converted to 1–99 (90 = better than 90% of test-takers). GRADE EQUIVALENT SCORES: raw score translated to
grade level and month (6.3 = sixth grade, third month). STANINE SCORES: raw scores converted to 9-point
scale (5 is average, 9 is top, 1 is bottom). Assessment results create INDIVIDUAL PROFILES (determine if
student met standards and plan interventions) and CLASS PROFILES (adjust whole-class instruction).
3. What are the components of an Informal Reading Inventory (IRI)?
A. Only a single graded passage with comprehension questions.
B. Word Recognition Lists (10 words per list, estimates reading level and sight vocabulary), Graded Reading Passages
(most important; measures miscue analysis — graphophonemic, semantic, syntactic errors), Reading Interest Survey,
concepts about print assessments, phonemic awareness assessments, phonics assessments, fluency assessments,
structural analysis assessments, and vocabulary assessments.
C. Only a student interest survey and book log.
D. A standardized test administered to the whole class simultaneously.
CORRECT ANSWER B — Word Recognition Lists (10 words per list, estimates reading level and sight vocabulary), Graded
Reading Passages (most important; measures miscue analysis — graphophonemic, semantic,
syntactic errors), Reading Interest Survey, concepts about print assessments, phonemic awareness
assessments, phonics assessments, fluency assessments, structural analysis assessments, and
vocabulary assessments.
RATIONALE The IRI includes: WORD RECOGNITION LISTS (10 words per list from preprimer to grade 8; estimates reading
level, sight vocabulary, and decoding ability). GRADED READING PASSAGES (most important part; K–8th
grade; students read aloud for MISCUE ANALYSIS — graphophonemic errors/sound-symbol, semantic
errors/meaning-related, syntactic errors/same part of speech). Reading levels: INDEPENDENT (95%+
accuracy, 90%+ comprehension), INSTRUCTIONAL (90%+ accuracy, 60%+ comprehension), FRUSTRATION
(below 90% accuracy or below 60% comprehension). Also includes interest surveys, phonemic awareness,
phonics, fluency, structural analysis, and vocabulary assessments.
3 TSETBUS • ACIR
RICA✦
✦
SUB 3
Credentialing
Reading Instruction Competence Assessment · Subtest 3
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 3 Examination
A SS E SS M E N T TY P E S · I N ST R U C T I O N A L D E L I V E R Y · I N T E R V E N T I O N · I N D E P E N D E N T R E A D I N G · D ATA
A N A LYS I S
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 3 — Case Study & Assessment ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Assessment · Instruction · Intervention ·
Independent Reading
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 3 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 3.
▸ Content covers: assessment types (entry-level, progress monitoring, summative, standardized, IRI), norm-referenced scores
(percentile, grade equivalent, stanine), differentiated instruction (flexible grouping, RtI tiers, IEP/504 accommodations),
instructional delivery (orientation, presentation, structured/guided practice, independent practice), independent reading
strategies (Goldilocks test, five-finger rule, SSR, Reader's Workshop), and the nine elements of a balanced reading instruction
program.
▸ Key frameworks: systematic teaching steps, components of effective instruction delivery, and strategies for teaching
comprehension in narrative and expository texts.
SECTION I — ASSESSMENT, INSTRUCTION & INTERVENTION Questions 1 – 25
1. What are the three types of reading assessments and their purposes?
A. Diagnostic, formative, and standardized — all serve the same purpose.
B. Entry-level (implemented before instruction to determine prerequisite skills and who needs more help), Progress
Monitoring (during instruction to determine adequate progress), and Summative (after instruction to determine
mastery of standards).
C. Oral, written, and performance — based on delivery method.
D. Teacher-made, district-mandated, and state-required — based on origin.
CORRECT ANSWER B — Entry-level (implemented before instruction to determine prerequisite skills and who needs more
help), Progress Monitoring (during instruction to determine adequate progress), and Summative (after
instruction to determine mastery of standards).
RATIONALE Three assessment types: ENTRY-LEVEL (before instruction — determines prerequisite skills, who already
mastered content, and who needs more help), PROGRESS MONITORING (during instruction — determines
which students are making adequate, advanced, or slow progress), and SUMMATIVE (after instruction —
determines mastery of objectives and teacher effectiveness). Differentiation for students with special needs:
give more time, divide into smaller units, change mode of delivery, provide practice assessments, provide
simpler versions. Standardized test quality indicators: RELIABILITY (consistent scores) and VALIDITY
(measures what it claims to measure).
, 2. What are norm-referenced scores and what types are commonly used?
A. Scores that measure only what a student knows without comparison to others.
B. Scores allowing comparison between test-takers and a national average. Types: Percentile scores (1–99; 90 = better
than 90% of test-takers), Grade Equivalent scores (raw score translated to grade/month), and Stanine scores (1–9
scale; 5 is average).
C. Scores used only for college entrance examinations.
D. Scores based on teacher observation and anecdotal records.
CORRECT ANSWER B — Scores allowing comparison between test-takers and a national average. Types: Percentile scores
(1–99; 90 = better than 90% of test-takers), Grade Equivalent scores (raw score translated to
grade/month), and Stanine scores (1–9 scale; 5 is average).
RATIONALE NORM-REFERENCED scores compare students to a national average. PERCENTILE SCORES: raw score
converted to 1–99 (90 = better than 90% of test-takers). GRADE EQUIVALENT SCORES: raw score translated to
grade level and month (6.3 = sixth grade, third month). STANINE SCORES: raw scores converted to 9-point
scale (5 is average, 9 is top, 1 is bottom). Assessment results create INDIVIDUAL PROFILES (determine if
student met standards and plan interventions) and CLASS PROFILES (adjust whole-class instruction).
3. What are the components of an Informal Reading Inventory (IRI)?
A. Only a single graded passage with comprehension questions.
B. Word Recognition Lists (10 words per list, estimates reading level and sight vocabulary), Graded Reading Passages
(most important; measures miscue analysis — graphophonemic, semantic, syntactic errors), Reading Interest Survey,
concepts about print assessments, phonemic awareness assessments, phonics assessments, fluency assessments,
structural analysis assessments, and vocabulary assessments.
C. Only a student interest survey and book log.
D. A standardized test administered to the whole class simultaneously.
CORRECT ANSWER B — Word Recognition Lists (10 words per list, estimates reading level and sight vocabulary), Graded
Reading Passages (most important; measures miscue analysis — graphophonemic, semantic,
syntactic errors), Reading Interest Survey, concepts about print assessments, phonemic awareness
assessments, phonics assessments, fluency assessments, structural analysis assessments, and
vocabulary assessments.
RATIONALE The IRI includes: WORD RECOGNITION LISTS (10 words per list from preprimer to grade 8; estimates reading
level, sight vocabulary, and decoding ability). GRADED READING PASSAGES (most important part; K–8th
grade; students read aloud for MISCUE ANALYSIS — graphophonemic errors/sound-symbol, semantic
errors/meaning-related, syntactic errors/same part of speech). Reading levels: INDEPENDENT (95%+
accuracy, 90%+ comprehension), INSTRUCTIONAL (90%+ accuracy, 60%+ comprehension), FRUSTRATION
(below 90% accuracy or below 60% comprehension). Also includes interest surveys, phonemic awareness,
phonics, fluency, structural analysis, and vocabulary assessments.
