RICA Subtest 1 - Questions and Answers

RICA Subtest 1 - Questions and Answers How to teach phonemic awareness 1. sound isolation 2. sound identity 3. sound blending 4. sound substitution 5. sound deletion 6. sound segmentation Sound Isolation Child given a word and asked to tell which sound occurs at beginning, middle and end of word Word list: cake, day, late, leap, feel, vote, coal, bite, like Model: teacher says each word and then say medial sound ("leap in the middle sound is /i/)/ Sound Identity The teacher needs sets of words that all share the same beginning, middle, or ending sound BUT have no other shared sounds. Teacher reads aloud the words and then asks, "What sounds is the same in each of these words?": lake, identity, light, and low (shares only one sound /l/) Sound Blending teacher says sounds with only brief pauses in between each sound and students guess the word. Example: Which word am I thinking of? The sounds are /b/, /a/, /t/. The answer should be bat. Sound substitution teacher asks students to sub one sound for another. "Cat, b for C = bat" Sound deletion -works best with consonant blends -to avoid using nonsense words, identify words beginning with blends that will generate a new word if one sound is deleted (e.g. "block," take away /b/ to get "lock" as opposed to "frog," take away the /f/ to get "rog") Sound segmentation (isolate and identify sounds) requires students to separate the sounds in a word by speaking each of the sounds separately in the order in which they appear in the word. Example: Im going to say the word: bee. /b/ e/. Students: Say sounds for the word Struggling Readers for Phonemic Awareness 1. focus on key skills such as blending and segmenting with small-group or individualized remediation 2. Reteaching skills that are lacking by a. changing pace of lesson, mode of delivery, and making task simpler with scaffolds or different materials. 3. Additional Practice 4. concrete examples English Learners: Phonemic Awareness Look for positive transfer of language. Teach nontransferable phonemes that do not exist in L1's language Advanced Learners for Phonemic/Phonological Awareness 1. Increase pacing of instruction 2. Building and extending current skills Assessment for Phono/Phonemic Awareness Yopp Singer Test of Phoneme Segmentation with 22 words. child must provide each sound of the word in order. Also test sound identity, sound isolation, sound deletion, sound substitution, and sound segmentation. Before testing phonemic awareness/Phonological awareness, Students must