RICA Domains 1-3 Test | 123 Questions with 100% Correct Answers
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RICA
Institution
California Southern University
D3-C8: What are the key indicators for reading fluency? - The key indicators for reading fluency are accuracy, rate and prosody. D3-C8: Name three factors that can disrupt fluency. - Factors that can disrupt fluency are: 1. weak word analysis skills 2. stopping frequently to decode unrecognized or ...
rica domains 1 3 test | 123 questions with 100 correct answers
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RICA Domains 1-3 Test | 123 Questions
with 100% Correct Answers
D3-C8: What are the key indicators for reading fluency? Correct Answer: The key indicators for
reading fluency are accuracy, rate and prosody.
D3-C8: Name three factors that can disrupt fluency. Correct Answer: Factors that can disrupt
fluency are:
1. weak word analysis skills
2. stopping frequently to decode unrecognized or unfamiliar words
3. lack of familiarity with content vocabulary
4. texts that contain a large number of one-use (e.g. lithosphere found in a geography textbook)
content words
5. texts that contain a large number of multisyllabic (e.g. arthropod) content words
6. lack of background knowledge
7. lack of familiarity with more complex syntactic structures
D3-C8 & C9: Define accuracy, provide an example of an assessment that assesses accuracy, and
an instructional strategy for improving accuracy. Correct Answer: Accuracy refers to a readers
ability to pronounce words correctly when reading orally. Running records may be used to assess
accuracy. As the child reads a passage, the teacher documents each error. A 95% accuracy rate is
required to classify a student's independent reading level. An instructional strategy that can
improve accuracy is word banks.
D3-C8 & C9: Define rate, provide an example of an assessment that assesses rate, and a strategy
for improving rate. Correct Answer: Rate refers to a readers ability to read text in an appropriate
rate of speed; not too fast nor too slow. A "one-minute reading sample" may be used to assess
rate. It requires the teacher to use a watch and time a student as they read a 200-300 words
passage. Errors are recorded for words omitted, substituted, and inserted. Errors are subtracted
from words read to calculate students words correct per minute(wcpm). An instructional strategy
that can improve rate is independent reading.
D3-C8 & C9: Define prosody, provide an example of an assessment that assesses prosody, and a
strategy for improving prosody. Correct Answer: Prosody refers to a readers ability to read with
expression, emphasizing certain words, variation on pitch (intonation), and pausing for
punctuations. A "Multidimensional Fluency Scale" may be used to assess prosody. An
instructional strategy that can improve prosody is phrase-cued reading.
D3-C8: Define automaticity and the automaticity theory. Correct Answer: Automaticity is the
goal of fluency and refer to swift and accurate reading.
The automaticity theory states that two tasks are required during reading; decoding words and
understand the meaning of text.
,If readers are unable to decode words, they will have difficulty comprehending what they are
reading. If readers are able to easily decode words, then they can allocate more time to reading
comprehension.
D3-C8: A second grade student is having difficulty reading fluently. Which of the following
activities will be of less benefit in building fluency and why?
a) silent reading
b) oral reading Correct Answer: a) Silent reading will be less beneficial in developing fluency
because the teacher will not be able to know if the student is reading fluently during this activity.
If the student reads slowly and with no expression during silent reading they are practicing
inaccurate reading behaviors over and over again. Silent reading is beneficial when student is
able to read swiftly and accurately (automaticity).
D3-C8: Mrs. Rica is planning on implementing 30 minutes of independent silent reading in her
third grade class. What two interventions must she make in order to ensure that independent
silent reading is more effective in supporting fluency development among her third grade
students? Correct Answer: Intervention 1: Teacher must have students select the just right type
of books; not too difficult nor too easy. Books at appropriate reading levels.
Intervention 2: Teacher must hold the students accountable for comprehension via reading logs,
book reports, oral presentations, buddy reading, and individual conferences.
D3-C8: Define the stages of reading development. Correct Answer: 1: Accuracy and swift letter
naming.
2: Fluency reading single-syllable words with regular, letter-sound correspondences and high-
frequency sight words.
3: Fluency reading multi-syllabic words with structural analysis skills, syllabic analysis skills,
and orthographic knowledge.
4: Achieving automaticity with content area words (e.g. lithosphere) and words with irregular
spellings (e.g. instead, equivalent, expression)
D3-C8: In Mrs. Rica's 4th grade class, students began reading Greek mythology. During think-
pair-share she noticed that one of her student is having difficulty comprehending the complex
text. Mrs. Rica asks the student to read couple paragraphs from the Greek mythology text out
loud. She notices that the student is reading at a steady pace and with a monotone voice. The
student also stated to Mrs. Rica that she thinks that the drawings of Medusa are creepy. What is
causing the student to have difficulty with comprehension? Correct Answer: Prosody
(expression) is essential to reading comprehension. The student is not demonstrating appropriate
expression as she is reading in a monotone voice.
D3-C9: What is the independent reading level? Correct Answer: The independent reading level
consists of the students ability to decode 95% of words read.
, Students who decode 90-94% of words read are in the instructional reading level and students
who decode 89% or less of words read are in the frustrational reading level.
D3-C9: Name three strategies that improve all components of fluency. Correct Answer: The
three strategies that improve all components of fluency are:
1: Monitored reading (teacher model, student practice and teacher feedback)
2: Repeated readings (student alone, timed, taped-assisted reading and pair reading with a
partner)
3: When and how fluency instruction should be introduced
D3-9: Mrs. Rica has paired two students together for paired reading with a partner; Jane and Joe.
Jane is at a higher instructional reading level that Joe. Who should read first and why?
a) Both read at the same time
b) Jane reads first
c) Joe reads first Correct Answer: c) Since Jane is at a higher instructional reading level than
Joe, she should read first to serve as a model to her less fluent classmate.
D3-C9: Name four interventions to help struggling readers become more fluent. Correct Answer:
The interventions that help struggling readers in becoming more fluent are:
1. Using texts written as students' independent reading levels.
2. Using additional word identification instruction to improve accuracy.
3. Concentrate on key sight word recognition.
4. Using additional practice (oral or silent reading depending on students automaticity) to
improve rate.
D3-C9: A fifth grade English Language Learner needs help developing intonations and rhythms.
The teacher selected a short and expressive passage from Scott O'Dell's Island of the Blue
Dolphins to read with the class. Name an instructional strategy that will support the ELLs
improve their reading fluency. Correct Answer: Echo reading or imitative reading is an
instructional strategy that will help ELLs improve their reading fluency.
D3-C9: Name two interventions to meet the needs of advanced learners.
How will you challenge your advanced learners? Correct Answer: The interventions that meet
the needs of advanced learners are:
1. increasing the pace or complexity of instruction
2. building on an extending current knowledge and skills
Advance learners may be challenged by blending both interventions. The teacher can have the
advanced learners build on their current skills as readers while having them become fluent with
texts that are more complex.
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