RICA Subtest 1 Practice Questions with Verified
i,- i,- i,- i,- i,- i,- i,-
Answers | Latest 2025/2026 | 100% Correct. i,- i,- i,- i,- i,- i,- i,-
The primary formats for phonemic awareness are:
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A. oral blending and segmentation.
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B. identifying spelling patterns and vowels.
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C. sequencing and classifying.
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D. orthography and word analysis.
i,- i,- i,- i,- i,-i,- i,- A. oral blending and
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segmentation.
A kindergarten teacher implements the following lesson:
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Teacher: What are the sounds in the word "sit"?Student: /s/ /i/
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/t/Teacher: Good. The new word is "pit". What sound changed "sit" to
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
"pit"?Student: /p/ i,-
The phonemic awareness lesson above is an example of:
i,- i,- i,- i,- i,- i,- i,- i,-
A. substituting a medial vowel.
i,- i,- i,- i,-
B. substituting an initial consonant sound.
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C. syllable blending.
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D. phoneme counting.
i,- i,- i,-i,- i,- B. substituting an initial consonant sound.
i,- i,- i,- i,- i,-
As an additional support to her five students struggling with the
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
phonemic awareness lesson during whole group instruction, a
i,- i,- i,- i,- i,- i,- i,- i,-
,kindergarten teacher uses Elkonin boxes with colored tiles. As the i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
teacher says a word, the student moves a tile in a box for each sound
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
they hear in the target word. The teacher calls on each student to tell
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
her the sounds they hear in the word while touching the colored tiles.
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
This strategy should enhance understanding of identifying sounds
i,- i,- i,- i,- i,- i,- i,- i,-
because:
A. it uses an auditory technique that allows the student to hear the
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
sounds louder during instruction. i,- i,- i,-
B. it uses a pre-teaching technique that prepares the student to
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
identify sounds orally. i,- i,-
C. it enhances the lesson by making it more fun for students, using
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
colors and grids. i,- i,-
D. it uses a kinesthetic technique that allows the student to use a
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
hands-on approach for identifying sounds in a word.
i,- D. it uses a i,- i,- i,- i,- i,- i,- i,-i,- i,- i,- i,- i,- i,-
kinesthetic technique that allows the student to use a hands-on
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
approach for identifying sounds in a word. i,- i,- i,- i,- i,- i,-
An example of a phonemic awareness assessment is:
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A. medial phoneme substitution.
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B. word sort.
i,- i,-
, C. matching prefixes and their meanings.
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D. matching uppercase and lowercase letters, using word cards.
i,- i,- i,- i,- i,- i,- i,- i,- i,-i,- i,- A. i,-
medial phoneme substitution.
i,- i,-
During the first week of school, a kindergarten teacher assesses each
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
student by asking a series of questions after handing them a book:
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Where is the front cover of the book?
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Use your finger to show me where I will begin reading on this page.
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Use your finger to show me the direction I need to read.
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Point to the title of the book.
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Show me how to turn the page.
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Where is the beginning of the story?
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Where is the end of the story?
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The teacher implemented this assessment to determine the students'
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skills in the area of:
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A. phonics.
i,-
B. concepts about print.
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C. phonemic awareness.
i,- i,-
D. alphabetic principle.
i,- i,- i,-i,- i,- B. concepts about print.
i,- i,- i,-
i,- i,- i,- i,- i,- i,- i,-
Answers | Latest 2025/2026 | 100% Correct. i,- i,- i,- i,- i,- i,- i,-
The primary formats for phonemic awareness are:
i,- i,- i,- i,- i,- i,-
A. oral blending and segmentation.
i,- i,- i,- i,-
B. identifying spelling patterns and vowels.
i,- i,- i,- i,- i,-
C. sequencing and classifying.
i,- i,- i,-
D. orthography and word analysis.
i,- i,- i,- i,- i,-i,- i,- A. oral blending and
i,- i,- i,- i,-
segmentation.
A kindergarten teacher implements the following lesson:
i,- i,- i,- i,- i,- i,-
Teacher: What are the sounds in the word "sit"?Student: /s/ /i/
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
/t/Teacher: Good. The new word is "pit". What sound changed "sit" to
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
"pit"?Student: /p/ i,-
The phonemic awareness lesson above is an example of:
i,- i,- i,- i,- i,- i,- i,- i,-
A. substituting a medial vowel.
i,- i,- i,- i,-
B. substituting an initial consonant sound.
i,- i,- i,- i,- i,-
C. syllable blending.
i,- i,-
D. phoneme counting.
i,- i,- i,-i,- i,- B. substituting an initial consonant sound.
i,- i,- i,- i,- i,-
As an additional support to her five students struggling with the
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
phonemic awareness lesson during whole group instruction, a
i,- i,- i,- i,- i,- i,- i,- i,-
,kindergarten teacher uses Elkonin boxes with colored tiles. As the i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
teacher says a word, the student moves a tile in a box for each sound
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
they hear in the target word. The teacher calls on each student to tell
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
her the sounds they hear in the word while touching the colored tiles.
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
This strategy should enhance understanding of identifying sounds
i,- i,- i,- i,- i,- i,- i,- i,-
because:
A. it uses an auditory technique that allows the student to hear the
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
sounds louder during instruction. i,- i,- i,-
B. it uses a pre-teaching technique that prepares the student to
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
identify sounds orally. i,- i,-
C. it enhances the lesson by making it more fun for students, using
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
colors and grids. i,- i,-
D. it uses a kinesthetic technique that allows the student to use a
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
hands-on approach for identifying sounds in a word.
i,- D. it uses a i,- i,- i,- i,- i,- i,- i,-i,- i,- i,- i,- i,- i,-
kinesthetic technique that allows the student to use a hands-on
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
approach for identifying sounds in a word. i,- i,- i,- i,- i,- i,-
An example of a phonemic awareness assessment is:
i,- i,- i,- i,- i,- i,- i,-
A. medial phoneme substitution.
i,- i,- i,-
B. word sort.
i,- i,-
, C. matching prefixes and their meanings.
i,- i,- i,- i,- i,-
D. matching uppercase and lowercase letters, using word cards.
i,- i,- i,- i,- i,- i,- i,- i,- i,-i,- i,- A. i,-
medial phoneme substitution.
i,- i,-
During the first week of school, a kindergarten teacher assesses each
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
student by asking a series of questions after handing them a book:
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
Where is the front cover of the book?
i,- i,- i,- i,- i,- i,- i,-
Use your finger to show me where I will begin reading on this page.
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
Use your finger to show me the direction I need to read.
i,- i,- i,- i,- i,- i,- i,- i,- i,- i,- i,-
Point to the title of the book.
i,- i,- i,- i,- i,- i,-
Show me how to turn the page.
i,- i,- i,- i,- i,- i,-
Where is the beginning of the story?
i,- i,- i,- i,- i,- i,-
Where is the end of the story?
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The teacher implemented this assessment to determine the students'
i,- i,- i,- i,- i,- i,- i,- i,- i,-
skills in the area of:
i,- i,- i,- i,-
A. phonics.
i,-
B. concepts about print.
i,- i,- i,-
C. phonemic awareness.
i,- i,-
D. alphabetic principle.
i,- i,- i,-i,- i,- B. concepts about print.
i,- i,- i,-
