California Commission on Teacher
3 TSETBUS • ACIR
RICA✦
✦
SUB 3
Credentialing
Reading Instruction Competence Assessment · Subtest 3
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 3 Examination
C A S E ST U DY · A SS E SS M E N T A N A LYS I S · I N ST R U C T I O N A L P L A N N I N G · I N T E R V E N T I O N ·
D I F F E R E N T I AT I O N
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 3 — Case Study & Assessment ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Case Study Analysis · Assessment ·
Intervention · Planning
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 3 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 3.
▸ Questions represent the case study and assessment application format of RICA Subtest 3, covering: instructional reading levels,
effective instructional delivery (direct/explicit), IEP/504 accommodations, independent reading levels (95% accuracy),
homogeneous vs. heterogeneous grouping, differentiated instruction planning, interpretation of assessment results (percentile
scores, grade equivalent scores), informal reading inventories (IRI), and intervention strategies for struggling readers and
English Learners.
▸ Key concepts: frustration reading level (below 90% accuracy or below 60% comprehension), balanced and comprehensive
instruction, scaffolding and graphic organizers for students with disabilities, and the importance of aligning assessment
purpose with reading goals.
SECTION I — CASE STUDY ANALYSIS & INSTRUCTIONAL DECISION- Questions 1 –
MAKING 25
1. A fourth-grade student asks for help understanding a passage. After discussion with the teacher, the student
demonstrates good understanding and confidence to continue reading. This suggests the student is reading at
what level?
A. Independent reading level — student can read without teacher assistance.
B. Instructional reading level — student can read and understand with teacher assistance.
C. Frustration reading level — student cannot read even with teacher assistance.
D. Advanced reading level — student is reading above grade level.
CORRECT ANSWER B — Instructional reading level — student can read and understand with teacher assistance.
RATIONALE The student needed teacher assistance to understand but demonstrated good comprehension AFTER
discussion — this is INSTRUCTIONAL READING LEVEL (can read and understand WITH teacher help). Effective
instructional delivery must be DIRECT and EXPLICIT. For summative assessments with IEP students, the
teacher should implement the SAME accommodations used during instruction per the IEP. A student who gets
5 out of 10 comprehension questions correct (50%) is at FRUSTRATION level (below 60% comprehension). At
INDEPENDENT level, student reads 95%+ of words correctly.
, 2. A sixth grader is advanced in most reading areas but has difficulty completing assigned reading selections. He
appears motivated initially but has difficulty keeping attention on task. What is the teacher's best initial strategy?
A. Assign more challenging texts to increase engagement.
B. Break down reading assignments into small steps and help the student learn to monitor his own attention and
progress.
C. Allow the student to choose any book from the library.
D. Remove all reading assignments until the student shows interest.
CORRECT ANSWER B — Break down reading assignments into small steps and help the student learn to monitor his own
attention and progress.
RATIONALE For a student with attention difficulties despite motivation, the best initial strategy is to BREAK DOWN
assignments into SMALL STEPS and teach SELF-MONITORING of attention and progress. For a first grader
whose parents speak no English, the most appropriate response is to encourage reading or telling stories in
the PRIMARY LANGUAGE. To ensure reading practice at home, allow children to TAKE HOME BOOKS from the
classroom library. Teachers should adapt lesson plans based on ONGOING MONITORING of student progress.
Reading teachers conferencing should DISCUSS AND ANALYZE significant reading events that occurred in the
classroom.
3. Homogeneous grouping for reading instruction is most appropriate for which purpose?
A. Building classroom community through mixed-ability interaction.
B. Customizing skills instruction for students who have similar assessed reading needs in a particular area.
C. Ensuring that every group includes one or more skilled readers.
D. Preparing students for standardized testing.
CORRECT ANSWER B — Customizing skills instruction for students who have similar assessed reading needs in a
particular area.
RATIONALE HOMOGENEOUS grouping is most appropriate for CUSTOMIZING SKILLS INSTRUCTION for students with
SIMILAR assessed needs. For interventions addressing specific difficulties, HETEROGENEOUS grouping
ensures every group includes skilled readers. When planning differentiated instruction based on entry-level
assessments, the most important question is: WHAT PREREQUISITE SKILLS do students need? When
interpreting assessment results, consider how findings relate to performance on OTHER recently
administered assessments and in other content areas. A percentile score of 68 means the student scored
HIGHER than 68% of peers.
4. A standardized test has high content validity if the test:
A. Produces consistent scores across multiple administrations.
B. Assesses the knowledge and skills it purports to assess.
C. Is normed on a large, diverse population.
D. Can be completed within a single class period.
CORRECT ANSWER B — Assesses the knowledge and skills it purports to assess.
RATIONALE CONTENT VALIDITY means the test ASSESSES THE KNOWLEDGE AND SKILLS IT CLAIMS TO ASSESS.
RELIABILITY means consistent scores across administrations. An IRI (Informal Reading Inventory) is an
individualized portfolio of assessments collected over the year to show a student's reading level. For students
not yet meeting a standard, use FLEXIBLE GROUPING. For severely struggling readers, facilitate a
CONFERENCE with the student, parents, reading coach/learning specialist, and principal to create reading
goals. For finding independent-level books, the student should OPEN THE BOOK AT RANDOM and READ one
or two paragraphs.
3 TSETBUS • ACIR
RICA✦
✦
SUB 3
Credentialing
Reading Instruction Competence Assessment · Subtest 3
CA CTC
ENSURING EXCELLENCE IN READING INSTRUCTION
RICA — Subtest 3 Examination
C A S E ST U DY · A SS E SS M E N T A N A LYS I S · I N ST R U C T I O N A L P L A N N I N G · I N T E R V E N T I O N ·
D I F F E R E N T I AT I O N
ORGANIZATION California Commission on Teacher EXAM TYPE Reading Instruction Competence
Credentialing (CTC) Assessment (RICA)
SUBTEST Subtest 3 — Case Study & Assessment ACADEMIC YEAR
TOTAL QUESTIONS 25 Questions SUBJECT AREAS Case Study Analysis · Assessment ·
Intervention · Planning
FORMAT Multiple Choice — Select the Single Best
Answer
SUBTEST 3 EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question based on RICA content specifications for Subtest 3.
▸ Questions represent the case study and assessment application format of RICA Subtest 3, covering: instructional reading levels,
effective instructional delivery (direct/explicit), IEP/504 accommodations, independent reading levels (95% accuracy),
homogeneous vs. heterogeneous grouping, differentiated instruction planning, interpretation of assessment results (percentile
scores, grade equivalent scores), informal reading inventories (IRI), and intervention strategies for struggling readers and
English Learners.
▸ Key concepts: frustration reading level (below 90% accuracy or below 60% comprehension), balanced and comprehensive
instruction, scaffolding and graphic organizers for students with disabilities, and the importance of aligning assessment
purpose with reading goals.
SECTION I — CASE STUDY ANALYSIS & INSTRUCTIONAL DECISION- Questions 1 –
MAKING 25
1. A fourth-grade student asks for help understanding a passage. After discussion with the teacher, the student
demonstrates good understanding and confidence to continue reading. This suggests the student is reading at
what level?
A. Independent reading level — student can read without teacher assistance.
B. Instructional reading level — student can read and understand with teacher assistance.
C. Frustration reading level — student cannot read even with teacher assistance.
D. Advanced reading level — student is reading above grade level.
CORRECT ANSWER B — Instructional reading level — student can read and understand with teacher assistance.
RATIONALE The student needed teacher assistance to understand but demonstrated good comprehension AFTER
discussion — this is INSTRUCTIONAL READING LEVEL (can read and understand WITH teacher help). Effective
instructional delivery must be DIRECT and EXPLICIT. For summative assessments with IEP students, the
teacher should implement the SAME accommodations used during instruction per the IEP. A student who gets
5 out of 10 comprehension questions correct (50%) is at FRUSTRATION level (below 60% comprehension). At
INDEPENDENT level, student reads 95%+ of words correctly.
, 2. A sixth grader is advanced in most reading areas but has difficulty completing assigned reading selections. He
appears motivated initially but has difficulty keeping attention on task. What is the teacher's best initial strategy?
A. Assign more challenging texts to increase engagement.
B. Break down reading assignments into small steps and help the student learn to monitor his own attention and
progress.
C. Allow the student to choose any book from the library.
D. Remove all reading assignments until the student shows interest.
CORRECT ANSWER B — Break down reading assignments into small steps and help the student learn to monitor his own
attention and progress.
RATIONALE For a student with attention difficulties despite motivation, the best initial strategy is to BREAK DOWN
assignments into SMALL STEPS and teach SELF-MONITORING of attention and progress. For a first grader
whose parents speak no English, the most appropriate response is to encourage reading or telling stories in
the PRIMARY LANGUAGE. To ensure reading practice at home, allow children to TAKE HOME BOOKS from the
classroom library. Teachers should adapt lesson plans based on ONGOING MONITORING of student progress.
Reading teachers conferencing should DISCUSS AND ANALYZE significant reading events that occurred in the
classroom.
3. Homogeneous grouping for reading instruction is most appropriate for which purpose?
A. Building classroom community through mixed-ability interaction.
B. Customizing skills instruction for students who have similar assessed reading needs in a particular area.
C. Ensuring that every group includes one or more skilled readers.
D. Preparing students for standardized testing.
CORRECT ANSWER B — Customizing skills instruction for students who have similar assessed reading needs in a
particular area.
RATIONALE HOMOGENEOUS grouping is most appropriate for CUSTOMIZING SKILLS INSTRUCTION for students with
SIMILAR assessed needs. For interventions addressing specific difficulties, HETEROGENEOUS grouping
ensures every group includes skilled readers. When planning differentiated instruction based on entry-level
assessments, the most important question is: WHAT PREREQUISITE SKILLS do students need? When
interpreting assessment results, consider how findings relate to performance on OTHER recently
administered assessments and in other content areas. A percentile score of 68 means the student scored
HIGHER than 68% of peers.
4. A standardized test has high content validity if the test:
A. Produces consistent scores across multiple administrations.
B. Assesses the knowledge and skills it purports to assess.
C. Is normed on a large, diverse population.
D. Can be completed within a single class period.
CORRECT ANSWER B — Assesses the knowledge and skills it purports to assess.
RATIONALE CONTENT VALIDITY means the test ASSESSES THE KNOWLEDGE AND SKILLS IT CLAIMS TO ASSESS.
RELIABILITY means consistent scores across administrations. An IRI (Informal Reading Inventory) is an
individualized portfolio of assessments collected over the year to show a student's reading level. For students
not yet meeting a standard, use FLEXIBLE GROUPING. For severely struggling readers, facilitate a
CONFERENCE with the student, parents, reading coach/learning specialist, and principal to create reading
goals. For finding independent-level books, the student should OPEN THE BOOK AT RANDOM and READ one
or two paragraphs.
