RICA Study Guide Strategies for Domains To determine reading level • Informal Reading Inventory (IRI) – Used to determine student’s reading level o Also can determine student strengths and weaknesses in decoding, word recognition, and comprehension. o Administered 1-on-1 o Two Part Process ▪ Part 1: Word-List test • Begin 2-3 grade levels below student’s current grade • Administer until 75% or less correct in a section. ▪ Part 2: Reading Passages • Using the Word-list, identify the highest level the student pronounced 100% of the words correctly. • Student will read the passages aloud while teacher marks the miscues. • At the end of the reading, the student is asked a series of questions about the passage • Continue administering passages until frustration level is reached. o Analysis of IRI ▪ Determine if the miscues are significant or not ▪ Do a quantitative analysis for decoding ▪ Do a qualitative analysis for decoding ▪ Determine if the errors in decoding are influenced by semantic, syntactic, or graphophonic cues. o Purpose ▪ Identifies strengths and weaknesses ▪ Identifies student’s approximate independent, instructional, and frustration levels ▪ Identifies appropriate grade level texts ▪ Helps teacher group students by abilities • Running Record – Assess a student’s reading performance using benchmark books o Usually used during the earlier stages of reading o Process ▪ Select a book that approximates the student’s reading level ▪ Use of a separate inventory form to record process ▪ Mark and record each word the student gets wrong ▪ Record reader behavior in decoding and comprehension • Meaning • Structural • Visual • Miscue Analysis – The errors made during reading aloud. o Can provide a window into the student’s prior knowledge on phonics, semantics, syntax, word identification strategies, and comprehension. o Used in the IRI Phonemic Awareness: students are able to hear, identify, and manipulate phonemes. This study source was downloaded by 100000867826529 from CourseHero.com on 07-18-2023 02:35:45 GMT -05:00 https://www.coursehero.com/file/24694273/RICA-study-guidepdf/ Phonemes: smallest unit of sound • Elkonin Boxes – Segmentation of words into sounds and syllables o Teaches students how to count the number of phonemes in a word o Help to better understand the alphabetic principle in decoding and spelling o Can be used individually or in small groups o Process ▪ Pronounce a word and stretch it out visually with your arms ▪ Have the student place a marker in the boxes for each sound they hear while they say the word out loud • Blending – Model & Review o Guess the Word game ▪ Process: Using a number of displayed picture cards, start by ‘snail saying’ the initial sound of the word and allow the students to guess which word you are saying based upon the cards in front of them • Rhyme – Students will manipulate words and sounds to create simple rhymes o They become aware of word and letter patterns to help with decoding ▪ Down By the Bay Song ▪ The Hungry Thing Book • Manipulation – helps students become better readers by being able to distinguish and remember words that are similar o Substitution: the ability to switch or substitute one phoneme for another to make a new word o Deletion: the ability to remove individual or blended sounds from words, or to identify words once a sound has been deleted. • Sequence – sorting objects according to sounds Phonics: sounds (phonemes) + letters (graphemes) = words • Implicit: Whole to part o Analytical phonics instruction has students analyzing words and look for the common phoneme in a set of words. ▪ Comparison and identification o Necessary only when a child cannot read it as a whole word o Whole-Language approach • Explicit: Part to whole o Synthetic phonics instruction begins with the instruction of the letters with their associated sounds. o Next, blending and building – blending sounds into syllables and turning them into words Stages of Word Recognition Development 1. Pre-alphabetic This study source was downloaded by 100000867826529 from CourseHero.com on 07-18-2023 02:35:45 GMT -05:00 https://www.coursehero.com/file/24694273/RICA-study-guidepdf/ a. Visual; shapes not letters 2. Partial Alphabetic a. Some letter-sound patterns 3. Full Alphabetic a. Most letter-sounds – diagraphs, blends, and dipthongs b. Decoding automacy 4. Consolidated Alphabetic a. Large chunked sound patterns b. Syllables and affixes stored in LTM 5. Automatic Alphabetic a. High level of fluency