RICA Test PREP Questions with Complete
Solutions
Which of the following approaches would be most effective in helping first-grade students who
have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme
-ing? explicitly teaching the students to read the unit -ing in isolation before teaching
them to decode familiar words that end in the inflection
An eighth-grade teacher wants to help students improve their spelling of scientific vocabulary,
including the terms listed below.
barometer centimeter dehydrate hydrogen microscope telescope thermal thermometer
Which of the following instructional strategies is likely to be most effective for this purpose?
familiarizing students with the spelling and meaning of Greek morphemes in scientific
terms
A sixth-grade teacher observes that several students have misspelled the word pasteurize. After
writing pasteurize and Louis Pasteur on the board, the teacher explains how Pasteur invented the
process of pasteurization. Students then discuss how the word Pasteur relates to the word
pasteurize. This instructional activity fosters students' reading and writing development primarily
by: helping them learn to use etymology to improve spelling and decoding of
multisyllabic words.
,A third-grade student who is an advanced learner has already demonstrated mastery of the
derivational suffixes -ness and -ment, which will be the focus of an upcoming whole-class
decoding and spelling lesson. Which of the following strategies for differentiating instruction for
this lesson would be most appropriate for this student? introducing the student to higher-
level derivational suffixes
Which of the following word pairs are homophones? sight and site
A second-grade teacher would like to include independent silent reading as one of several
approaches used to promote students' fluency development. When planning differentiated
fluency instruction for individual students in the class, the teacher should keep in mind that using
independent silent reading to promote fluency: should be limited to students who have
already acquired automaticity.
A fourth-grade student who reads grade- level narrative texts with fluency and excellent
comprehension is struggling to read aloud a grade-level content-area passage about a topic with
which the student is familiar. The student reads the passage hesitantly, frequently stopping to
reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of
what was read. Which of the following factors is most likely disrupting the student's fluent
,reading of this text? lack of experience with the academic-language structures used in the
text
Emergent Learning The beginning stage of the development of the association of print
with meaning that starts early in child's life and continues until the child reaches the stage of
conventional reading and writing "the reading and writing concepts and behaviors of young
children that precede into conventional literacy.
Genre A term used to classify literary works into categories such as novels, mystery,
historical fiction, biography, short story and poem .
Graded Word list A list of words ranked by grade level, reader level, or other level of
difficulty of complexity, often used to assess competence in word identification, knowledge of
word-meanings, and spelling.
Grapheme A written or printed representation of a phoneme as b for /b/ or oy for /oi/ in
boy
Grapheme-Phoneme Correspondence The relationship between grapheme and the
phoneme(s) it represents; letter-sound correspondence, as c representing /k/ in cat and /s/ in cent
, High Frequency Word a word that appears much more often than most other words in
spoken or written language; it is also known as a sight word
Informal Reading Inventory (IRI) The use of a graded series of passages of increasing
difficulty to determine students strengths, weaknesses, and strategies in word identification and
comprehension and to determine a students independent, instruction, and frustration reading
levels. Comprehension questions are often asked after each passage is read.
Interactive Writing A shared writing experience used to assist emergent readers in learning
to read and write. With help from the teacher, students dictate sentences about a shred
experience, such as a story, movie or event. The teacher stretches each word orally so students
can distinguish its sounds and letters as they use chart paper to write while repeating the sound.
After each word has been completed, the teacher and students reread it. The students take turns
writing letters to complete the words and sentences. The completed charts are posted on the wall
so the students can reread them or rely on them for standard spelling.
Invented spelling Spelling of sounds processed phonologically. (A child's attempt to map
speech in print.) It is also known as phonetic spelling and temporary spelling.
Solutions
Which of the following approaches would be most effective in helping first-grade students who
have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme
-ing? explicitly teaching the students to read the unit -ing in isolation before teaching
them to decode familiar words that end in the inflection
An eighth-grade teacher wants to help students improve their spelling of scientific vocabulary,
including the terms listed below.
barometer centimeter dehydrate hydrogen microscope telescope thermal thermometer
Which of the following instructional strategies is likely to be most effective for this purpose?
familiarizing students with the spelling and meaning of Greek morphemes in scientific
terms
A sixth-grade teacher observes that several students have misspelled the word pasteurize. After
writing pasteurize and Louis Pasteur on the board, the teacher explains how Pasteur invented the
process of pasteurization. Students then discuss how the word Pasteur relates to the word
pasteurize. This instructional activity fosters students' reading and writing development primarily
by: helping them learn to use etymology to improve spelling and decoding of
multisyllabic words.
,A third-grade student who is an advanced learner has already demonstrated mastery of the
derivational suffixes -ness and -ment, which will be the focus of an upcoming whole-class
decoding and spelling lesson. Which of the following strategies for differentiating instruction for
this lesson would be most appropriate for this student? introducing the student to higher-
level derivational suffixes
Which of the following word pairs are homophones? sight and site
A second-grade teacher would like to include independent silent reading as one of several
approaches used to promote students' fluency development. When planning differentiated
fluency instruction for individual students in the class, the teacher should keep in mind that using
independent silent reading to promote fluency: should be limited to students who have
already acquired automaticity.
A fourth-grade student who reads grade- level narrative texts with fluency and excellent
comprehension is struggling to read aloud a grade-level content-area passage about a topic with
which the student is familiar. The student reads the passage hesitantly, frequently stopping to
reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of
what was read. Which of the following factors is most likely disrupting the student's fluent
,reading of this text? lack of experience with the academic-language structures used in the
text
Emergent Learning The beginning stage of the development of the association of print
with meaning that starts early in child's life and continues until the child reaches the stage of
conventional reading and writing "the reading and writing concepts and behaviors of young
children that precede into conventional literacy.
Genre A term used to classify literary works into categories such as novels, mystery,
historical fiction, biography, short story and poem .
Graded Word list A list of words ranked by grade level, reader level, or other level of
difficulty of complexity, often used to assess competence in word identification, knowledge of
word-meanings, and spelling.
Grapheme A written or printed representation of a phoneme as b for /b/ or oy for /oi/ in
boy
Grapheme-Phoneme Correspondence The relationship between grapheme and the
phoneme(s) it represents; letter-sound correspondence, as c representing /k/ in cat and /s/ in cent
, High Frequency Word a word that appears much more often than most other words in
spoken or written language; it is also known as a sight word
Informal Reading Inventory (IRI) The use of a graded series of passages of increasing
difficulty to determine students strengths, weaknesses, and strategies in word identification and
comprehension and to determine a students independent, instruction, and frustration reading
levels. Comprehension questions are often asked after each passage is read.
Interactive Writing A shared writing experience used to assist emergent readers in learning
to read and write. With help from the teacher, students dictate sentences about a shred
experience, such as a story, movie or event. The teacher stretches each word orally so students
can distinguish its sounds and letters as they use chart paper to write while repeating the sound.
After each word has been completed, the teacher and students reread it. The students take turns
writing letters to complete the words and sentences. The completed charts are posted on the wall
so the students can reread them or rely on them for standard spelling.
Invented spelling Spelling of sounds processed phonologically. (A child's attempt to map
speech in print.) It is also known as phonetic spelling and temporary spelling.
