RICA SUBTEST 1 2026 COMPREHENSIVE TEST
PAPER QUESTIONS WITH VERIFIED ANSWERS
◉ Free Morpheme. Answer: a morpheme that can stand alone as a
word
◉ Closed Morpheme. Answer: A syllable that ends with a consonant
◉ Fluency. Answer: the feeling of ease associated with processing
information
◉ Accuracy. Answer: Words correct per minute
◉ Rate. Answer: the speed at which a person speaks
◉ Prosody. Answer: the patterns of rhythm and sound used in
speech
◉ Flexible Grouping. Answer: Flexible grouping is at the heart of
differentiated instruction. It provides opportunities for students to
be part of many different groups based on their readiness, interest,
or learning style. These groups may be homogenous or
heterogenous. They may be student-selected or teacher-selected.
,◉ I and I strategy. Answer: How to get a student to read more
individually, Indp reading level + interesting to the student
◉ Alternative Assessments. Answer: Give students more time, divide
the assessment into smaller parts, change the mode of delivery
(written to oral), provide practice tests, provide a simple version
◉ Reliability. Answer: the extent to which a test yields consistent
results, as assessed by the consistency of scores on two halves of the
test, on alternate forms of the test, or on retesting
◉ Validity. Answer: the extent to which a test measures or predicts
what it is supposed to
◉ Informal Reading Inventory (IRI). Answer: An informal
instrument designed to help teachers determine a child's
independent, instructional, frustration,& capacity levels. Can be
many different assessments such as: word recognition lists, graded
reading passages, reading interest survey, phonemic awareness
tests, fluency tests, etc
◉ Bader Reading and Language Inventory. Answer: word
recognition assessment
, ◉ Graded Reading Passages. Answer: most important part of IRI. K-
8th grade. students read aloud and measure miscue analysis,
graphophonemic errors, semantic errors, syntactic errors.
◉ Miscue Analysis. Answer: A way of acquiring insight into
children's reading strategies by studying the mistakes they make
when reading aloud.
◉ Graphophonemic Awareness. Answer: Also called the Alphabetic
Principle, refers to the fact that each individual sound has a
graphical representation of individual letters of letter blends. The
second part of the correspondence between sounds and letters that
leads to reading.
◉ Graphophonemic Errors. Answer: error related to sound-symbol
relationship. Errors result of: reading word by word and using
decoding too much; reading passage that is too difficult. "reading
feather for father".
◉ Semantic Errors. Answer: reading dad for father, understands
what is being read but needs more instruction on phonics and
sound-symbol relationships
◉ syntactic error. Answer: error where student substitutes a word
that is the same part of speech as the target word. (through for into).
Understanding of meaning but not of phonics.
PAPER QUESTIONS WITH VERIFIED ANSWERS
◉ Free Morpheme. Answer: a morpheme that can stand alone as a
word
◉ Closed Morpheme. Answer: A syllable that ends with a consonant
◉ Fluency. Answer: the feeling of ease associated with processing
information
◉ Accuracy. Answer: Words correct per minute
◉ Rate. Answer: the speed at which a person speaks
◉ Prosody. Answer: the patterns of rhythm and sound used in
speech
◉ Flexible Grouping. Answer: Flexible grouping is at the heart of
differentiated instruction. It provides opportunities for students to
be part of many different groups based on their readiness, interest,
or learning style. These groups may be homogenous or
heterogenous. They may be student-selected or teacher-selected.
,◉ I and I strategy. Answer: How to get a student to read more
individually, Indp reading level + interesting to the student
◉ Alternative Assessments. Answer: Give students more time, divide
the assessment into smaller parts, change the mode of delivery
(written to oral), provide practice tests, provide a simple version
◉ Reliability. Answer: the extent to which a test yields consistent
results, as assessed by the consistency of scores on two halves of the
test, on alternate forms of the test, or on retesting
◉ Validity. Answer: the extent to which a test measures or predicts
what it is supposed to
◉ Informal Reading Inventory (IRI). Answer: An informal
instrument designed to help teachers determine a child's
independent, instructional, frustration,& capacity levels. Can be
many different assessments such as: word recognition lists, graded
reading passages, reading interest survey, phonemic awareness
tests, fluency tests, etc
◉ Bader Reading and Language Inventory. Answer: word
recognition assessment
, ◉ Graded Reading Passages. Answer: most important part of IRI. K-
8th grade. students read aloud and measure miscue analysis,
graphophonemic errors, semantic errors, syntactic errors.
◉ Miscue Analysis. Answer: A way of acquiring insight into
children's reading strategies by studying the mistakes they make
when reading aloud.
◉ Graphophonemic Awareness. Answer: Also called the Alphabetic
Principle, refers to the fact that each individual sound has a
graphical representation of individual letters of letter blends. The
second part of the correspondence between sounds and letters that
leads to reading.
◉ Graphophonemic Errors. Answer: error related to sound-symbol
relationship. Errors result of: reading word by word and using
decoding too much; reading passage that is too difficult. "reading
feather for father".
◉ Semantic Errors. Answer: reading dad for father, understands
what is being read but needs more instruction on phonics and
sound-symbol relationships
◉ syntactic error. Answer: error where student substitutes a word
that is the same part of speech as the target word. (through for into).
Understanding of meaning but not of phonics.
