RICA 2026 ACTUAL EXAM SCRIPT TESTED
QUESTIONS WITH COMPLETE SOLUTIONS
GRADED A+
◉ What are some alternative assessments for students with an IEP
or Section 504 plan? Answer: 1. Give Students More Time
2. Divide the Assessment into smaller units (spread over 2 days).
3. Change the mode of delivery (ask the student to tell, rather than
write).
4. Provide Practice Assessments.
5. Provide A Simpler Version of the Assessment (if the student does
not read at the 5th gtade level, give them something that is at a
simpler level and note that the standard was not met).
◉ Quality Indicators That Apply to Standardized Assessments
Answer: 1. Reliability
B. Validity
C. How to Interpret the Results of Standardized Tests
◉ What Assessments Are Used to Determine Students' Reading
Levels? Answer: 1. Informal Reading Inventories (IRI)
,2. Word Recognition Lists
3. Graded Reading Passages
◉ What is an Informal Reading Inventory? Answer: An IRI us a
collection of assessments administered individually to students. For
an IRI, one adult gives the assessments to one student. The selection
of the IRI depends on the students reading level.
◉ What are some types of assessments that are included in an
Informal Reading Inventory (IRI)? Answer: 1. Word Recognition
Lists
2. Graded Reading Passages
3. Reading Interest Survey
4. Assessments Measuring Concepts about Print
5. Phonemic Awareness Assessments
6. Phonics Assessments
7. Assessments of Reading Fluency
8. Structural Analysis Assessments
9. Vocabulary Assessments
10. Spelling Tests
◉ What is the purpose of a word recognition list? Answer: They
serve 3 purposes:
,1. to provide a rough guess of the child's reading level so that
whoever is administering the tests knows where to start on the
graded reading passages.
2. to provide information on the child's "sight" vocabulary, the words
the child can correctly identify
3. provide information about the student's ability to use sound-
symbol relationships (phonics) to decode words. The child's errors
will provide a partial picture of what letters and letter combinations
the child knows and which ones he or she needs to learn.
◉ Which Assessment is the most important part of the IRI? Answer:
The graded reading passages.
◉ What is a miscue analysis? Answer: Examining a record of a
student's oral reading to identify and classify errors. ( a student
reads aloud a passage and the teacher keeps a detailed record of the
student's performance).
◉ What are Graphophonemic Errors? Answer: These errors are
related to the sound-symbol relationships for English, such as
reading feather or father. The words sounds alike, but feather
wouldn't make sense in a sentence where the correct word is father.
A child who repeatedly makes graphophonemic errors is either a)
reading word by word and depending too much on phonics to
decode each word b) reading a passage that is too difficult, or they
are not using the meaning of the sentences and paragraphs to
decode words (contextual clues).
, ◉ What are Semantic Errors? Answer: Semantic Errors are meaning-
related errors, such as reading dad for father. The student has relied
too much on the semantic cueing system - and hasn't used
graphophonemic clues. A child who repeatedly makes semantic
errors understands what the are reading but needs to be taught to
use phonics skills to be sure that every word read makes sense from
a graphophonemic sense.
◉ What are common strategies for struggling readers and students
with learning disabilities? Answer: 1. re-teach what is not mastered.
Use visual, kinesthetic, and tactile activities.
2. Teach things in manageable units.
3. Provide concrete examples
◉ What are common strategies meeting the needs for EL and
Speakers of Non-standard English? Answer: 1. Take advantage of
transfer of relevant skills and knowledge from the first language
a) English/Spanish cognates: active/activo,
artist/artista, color/color
2. Teach vocabulary with concrete items, pictures, charts and
diagrams
3. Modeling
QUESTIONS WITH COMPLETE SOLUTIONS
GRADED A+
◉ What are some alternative assessments for students with an IEP
or Section 504 plan? Answer: 1. Give Students More Time
2. Divide the Assessment into smaller units (spread over 2 days).
3. Change the mode of delivery (ask the student to tell, rather than
write).
4. Provide Practice Assessments.
5. Provide A Simpler Version of the Assessment (if the student does
not read at the 5th gtade level, give them something that is at a
simpler level and note that the standard was not met).
◉ Quality Indicators That Apply to Standardized Assessments
Answer: 1. Reliability
B. Validity
C. How to Interpret the Results of Standardized Tests
◉ What Assessments Are Used to Determine Students' Reading
Levels? Answer: 1. Informal Reading Inventories (IRI)
,2. Word Recognition Lists
3. Graded Reading Passages
◉ What is an Informal Reading Inventory? Answer: An IRI us a
collection of assessments administered individually to students. For
an IRI, one adult gives the assessments to one student. The selection
of the IRI depends on the students reading level.
◉ What are some types of assessments that are included in an
Informal Reading Inventory (IRI)? Answer: 1. Word Recognition
Lists
2. Graded Reading Passages
3. Reading Interest Survey
4. Assessments Measuring Concepts about Print
5. Phonemic Awareness Assessments
6. Phonics Assessments
7. Assessments of Reading Fluency
8. Structural Analysis Assessments
9. Vocabulary Assessments
10. Spelling Tests
◉ What is the purpose of a word recognition list? Answer: They
serve 3 purposes:
,1. to provide a rough guess of the child's reading level so that
whoever is administering the tests knows where to start on the
graded reading passages.
2. to provide information on the child's "sight" vocabulary, the words
the child can correctly identify
3. provide information about the student's ability to use sound-
symbol relationships (phonics) to decode words. The child's errors
will provide a partial picture of what letters and letter combinations
the child knows and which ones he or she needs to learn.
◉ Which Assessment is the most important part of the IRI? Answer:
The graded reading passages.
◉ What is a miscue analysis? Answer: Examining a record of a
student's oral reading to identify and classify errors. ( a student
reads aloud a passage and the teacher keeps a detailed record of the
student's performance).
◉ What are Graphophonemic Errors? Answer: These errors are
related to the sound-symbol relationships for English, such as
reading feather or father. The words sounds alike, but feather
wouldn't make sense in a sentence where the correct word is father.
A child who repeatedly makes graphophonemic errors is either a)
reading word by word and depending too much on phonics to
decode each word b) reading a passage that is too difficult, or they
are not using the meaning of the sentences and paragraphs to
decode words (contextual clues).
, ◉ What are Semantic Errors? Answer: Semantic Errors are meaning-
related errors, such as reading dad for father. The student has relied
too much on the semantic cueing system - and hasn't used
graphophonemic clues. A child who repeatedly makes semantic
errors understands what the are reading but needs to be taught to
use phonics skills to be sure that every word read makes sense from
a graphophonemic sense.
◉ What are common strategies for struggling readers and students
with learning disabilities? Answer: 1. re-teach what is not mastered.
Use visual, kinesthetic, and tactile activities.
2. Teach things in manageable units.
3. Provide concrete examples
◉ What are common strategies meeting the needs for EL and
Speakers of Non-standard English? Answer: 1. Take advantage of
transfer of relevant skills and knowledge from the first language
a) English/Spanish cognates: active/activo,
artist/artista, color/color
2. Teach vocabulary with concrete items, pictures, charts and
diagrams
3. Modeling
