To “clear” my teaching credential, moving from Level 1 to the Level 2 (lifetime) in California, I must take and pass the Reading Instruction Competence Assessment (RICA). As an autistic gestalt processor (aka, non-verbal), or someone who thinks in big-picture concepts and patterns, the idea of focusing on individual word analysis strategies seems daunting.
The RICA is a comprehensive test that assesses knowledge and skills in reading instruction in line with the so-called “science of reading.” Whilst it covers a range of topics, the word analysis section is a critical component, especially in Subtest 1. As gestalt processors, we often excel at seeing the interconnectedness of ideas and the overall meaning of a text. However, the RICA requires us to also demonstrate proficiency in breaking down words and understanding their individual components.
In preparing to take my test for Subtest 1, I put together a few strategies that work well for both analytic and gestalt processors in the classroom - a theme of my upcoming book, Holistic Language Instruction.
Remember, as you prepare for the RICA, it’s crucial to recognise that the test is designed and written from the perspective of analytic processors, who approach literacy and reading instruction in a sequential, step-by-step manner. This means that the questions and prompts on the RICA may not always align with our natural gestalt processing style, which focuses on the bigger picture and the interconnectedness of ideas. To succeed on the RICA, you’ll need to temporarily adopt an analytic mindset and answer questions as though they are preceded by the phrase “in analytic processors.” This may require you to suppress your instinct to apply a more holistic or realistic lens to the questions and instead focus on the specific, isolated skills and strategies that are typically associated with analytic processing. Keep in mind that Pearson, the company that owns and administers the RICA, does not currently acknowledge the existence of gestalt processors in their materials or frameworks. Whilst this lack of recognition can be frustrating, it's essential to work within the constraints of the test and demonstrate your knowledge and skills in a way that aligns with the analytic perspective. By being mindful of this analytic lens and adapting your approach accordingly, you'll be better prepared to navigate the RICA and showcase your understanding of reading instruction, even as a gestalt processor.
So, in today’s article, I want to leave my study guide for my gestalt processing peers who may be going through the same struggles with the RICA. We'll look at ways to approach the Constructed Response section in a holistic, context-rich manner. By the end of this article, you'll have a toolkit of techniques to help you tackle Subtest 1’s Constructed Response items with confidence.
Now, let’s dive in and discover how your unique perspective as a gestalt processor can be an asset in mastering the art of word analysis!
Understanding the Constructed Response Section
As a gestalt processor, you may find the Constructed Response section of the RICA particularly challenging. This section requires you to provide written responses to prompts related to reading instruction and word analysis. Unlike multiple-choice questions, which often allow you to rely on your ability to see patterns and connections, the Constructed Response section demands a more focused, detail-oriented approach.
However, don’t let this discourage you! Your gestalt processing style can still be a valuable asset in tackling the Constructed Response section. The key is to find ways to break down the prompts into manageable chunks whilst still maintaining a holistic understanding of the task at hand.
Strategies for Approaching Constructed Response Prompts
Read the prompt carefully: Take the time to read the prompt thoroughly, paying attention to the specific requirements and guidelines. As a gestalt processor, you might be tempted to skim the prompt and jump straight into writing. Resist this urge and make sure you fully understand what is being asked of you.
Break down the prompt into smaller components: Once you’ve read the prompt, try to identify the key elements or questions being asked. This will help you structure your response in a more organised and focused manner. Consider using visual aids like mind maps or outlines to help you see the connections between the different components of the prompt.
Use specific examples: When providing your response, be sure to include specific examples and evidence to support your points. As a gestalt processor, you may have a wealth of knowledge and understanding stored in your mind. However, the Constructed Response section requires you to articulate this knowledge clearly and concretely within a given word count.
Connect your response to the big picture: Whilst it’s important to address the specific requirements of the prompt, don’t forget to tie your response back to the broader context of reading instruction and word analysis. This is where your gestalt processing strength can shine! Use your ability to see patterns and connections to demonstrate how your response fits into the larger framework of effective reading instruction.
Remember, the Constructed Response section is an opportunity for you to showcase your knowledge and skills in a more open-ended format. By breaking down the prompts, using specific examples, and connecting your response to the bigger picture, you can leverage your gestalt processing style to craft effective and comprehensive responses.
When constructing your response, consider the following structure:
Identify the Skill or Problem: Briefly describe the word analysis skill or specific problem the strategy aims to address.
Strategy Description: Clearly outline the strategy, including step-by-step instructions on how it should be implemented.
Rationale (objective): Explain why this strategy is effective for teaching word analysis skills. Reference relevant theories or research if possible.
Assessment and Adjustment: Describe how you would assess the effectiveness of the strategy and adjust instruction based on student performance.
By integrating these strategies into your constructed response, you demonstrate a comprehensive understanding of word analysis instruction. Make sure your response is clear, concise, and directly addresses the question or task prompt.
Strategies for Success: A Holistic Approach to Word Analysis and Reading Instruction
As a gestalt processor preparing for the RICA, it’s essential to have a well-rounded understanding of various aspects of reading instruction and word analysis. To tackle the Constructed Response section effectively, you should be familiar with strategies for phonemic awareness, phonics, decoding, word attack skills, spelling, vocabulary, fluency, comprehension skills, writing skills, and listening and speaking skills, as well as strategies to support language learners and gifted students. Whilst it may seem overwhelming to cover such a wide range of topics, remember that your gestalt processing style allows you to see the interconnectedness of these areas and how they contribute to the bigger picture of reading instruction. To set yourself up for success, aim to have at least three strategies in your toolkit for each of these areas. This will give you the flexibility and adaptability to address different types of prompts and showcase your knowledge in a comprehensive, holistic manner. Below, we’ll explore some specific strategies for each area, keeping in mind your unique strengths as a gestalt processor.
A note about the listed research: in doing my prep work before writing Holistic Language Instruction, I collected a ton of research. Much of what I found qualifies as “evidence” under US Code. But, I found. that many were just reports of other research (meta analyses), small-scale action research, or product / program tests. As such, they didn’t make the cut for my book (which has over 30 pages of references). Nevertheless, I’ve listed them here for background knowledge on their respective areas of literacy, and … because the US government considers them “research-based evidence.”
Now, let’s dive into three strategies for each area, starting with phonemic awareness.
Phonemic Awareness Strategies
Phonemic awareness focuses on the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words.
Phoneme Segmentation:
Strategy: Use manipulatives (like blocks or beads) to represent sounds in words. As the teacher pronounces a word slowly, students move a block for each sound they hear.
Objective: To help students break down words into their individual sounds, improving their ability to spell and decode words.
Research: (Ball & Blachman, 1988) (Perin, 1983) (Castiglioni-Spalten & Ehri, 2003)(Dussling, 2018) (Yeh & Connell, 2008)
Sound Blending:
Strategy: Play a “sound blending” game where the teacher says individual phonemes slowly and then students blend the sounds together to form a word. For example, /s/ - /a/ - /t/ becomes “sat.”
Objective: To assist students in understanding how individual sounds merge to form words, enhancing their decoding skills for reading.
Research: (Richardson, DiBenedetto, & Bradley, 1977) (Farmer, Nixon, & White, 1976) (Kingham & Blackmore, 2003) (Oudeans, 2003) (Roth, Troia, Worthington, & Handy, 2006)
Phoneme Deletion:
Strategy: Practice phoneme deletion by asking students what word remains when a certain sound is removed. For instance, “What is 'smile' without the /s/?” (Answer: “mile”).
Objective: To develop students’ ability to manipulate sounds within words, which is critical for advanced phonemic awareness and spelling skills.
Research: (Hulme et al., 2002) (Penney et al., 2006) (Hulme et al., 2007) (Hatcher, Hulme, & Snowling, 2004) (Dussling, 2018) (Kyle et al., 2013)
Phonics Strategies
Phonics instruction involves teaching the relationship between sounds (phonemes) and their spellings (graphemes), enabling students to decode written language.
Explicit Instruction in Letter-Sound Relationships:
Strategy: Use direct and systematic instruction to teach individual letters and their corresponding sounds, starting with the most common and progressing to more complex sounds.
Objective: To ensure students understand the fundamental building blocks of phonics, enabling them to decode new words independently.
Research: (Wolf, 2016) (Kissling, 2015) (Earle & Sayeski, 2017) (Schlesinger & Gray, 2017) (Rastle et al., 2021)
Word Families and Onset-Rime:
Strategy: Teach word families (e.g., -at family: cat, bat, sat) and onset-rime (the initial consonant(s) as the “onset” and the remaining chunk of the word as the “rime”) to help students quickly recognize patterns in words.
Objective: To speed up the decoding process by allowing students to identify familiar chunks within words, facilitating fluency.
Research: (Wall et al., 2016) (Chen et al., 2016) (Henbest & Apel, 2017) (Ahmed et al., 2020)
Decodable Texts:
Strategy: Provide students with texts that contain a high percentage of phonetically decodable words, which align with the phonics elements they have learned. This encourages application of phonics rules in context.
Objective: To reinforce phonics skills in reading, promoting confidence and fluency in early readers.
Research: (Price-Mohr & Price, 2018) ( Price-Mohr & Price, 2020) (Lawson, 2023) (Brinchmann, Hjetland, & Lyster, 2016)
Decoding Strategies
Decoding involves translating printed words into sounds or simply reading.
Context Clues:
Strategy: Teach students to use the words and sentences around an unknown word to guess its meaning.
Objective: To aid in decoding unknown words by leveraging the context, enhancing comprehension.
Research: (Mahmoud, 2015) (İlter, 2018) (İlter, 2019) (Vernandes, 2019) (Tuyên & Huyen, 2019)
Phonics Analysis:
Strategy: Instruct students on how to break down words into phonemes and graphemes, using their knowledge of phonics rules.
Objective: To empower students to independently decode unfamiliar words by applying phonics principles.
Use of Syllable Types:
Strategy: Teach students the six types of syllables (closed, open, vowel-consonant-e, vowel team, r-controlled, and consonant-le) to decode multisyllabic words.
Objective: To facilitate the decoding of complex words by understanding their structural patterns.
Word Attack Skills
Word attack skills enable students to use strategies to read unfamiliar words.
Analogy-Based Phonics:
Strategy: Teach students to use their knowledge of word families and phonograms to decode unfamiliar words that have similar patterns.
Objective: To quickly recognize and decode words by analogy, enhancing reading speed and efficiency.
Morphemic Analysis:
Strategy: Instruct on breaking down words into morphemes (smallest units of meaning), like roots, prefixes, and suffixes.
Objective: To enhance decoding skills and vocabulary by understanding the components that construct words.
Structural Analysis:
Strategy: Teach students to recognise and understand compound words, base words, and affixes.
Objective: To improve word attack skills by analysing the structure of words for easier decoding.
Spelling Strategies
Effective spelling strategies improve writing clarity and readability.
Multisensory Techniques:
Strategy: Use visual, auditory, and kinesthetic activities to teach spelling (e.g., writing words in sand, using magnetic letters, or chanting).
Objective: To reinforce memory and learning of spelling patterns through multisensory engagement.
Spelling Patterns and Rules:
Strategy: Teach common spelling patterns (e.g., “i before e except after c”) and exceptions to help students generalise spelling knowledge.
Objective: To provide students with guidelines that can help them spell a wide range of words.
Personalized Spelling Lists:
Strategy: Create spelling lists based on words students frequently misspell, tailored to their individual needs.
Objective: To address personal spelling challenges, promoting improvement through targeted practice.
Vocabulary Strategies
Vocabulary development is critical for reading comprehension and overall communication.
Direct Instruction of Vocabulary:
Strategy: Introduce new vocabulary with direct instruction, including definitions, examples, and usage in context.
Objective: To expand students’ vocabulary base and understanding of new concepts.
Semantic Mapping:
Strategy: Create visual maps that show relationships between words and meanings, including synonyms, antonyms, and examples.
Objective: To enhance comprehension and retention of vocabulary by visually organizing and connecting ideas.
Word Roots and Affixes:
Strategy: Teach Greek and Latin roots, prefixes, and suffixes to help students deduce the meanings of complex words.
Objective: To equip students with the skills to independently decipher the meanings of unfamiliar words.
Fluency Strategies
Fluency involves not just speed but also accuracy, expression, and comprehension in reading.
Repeated Reading:
Strategy: Practice reading the same text multiple times to improve speed, accuracy, and expression.
Objective: To enhance reading fluency and confidence through familiarity and practice.
Choral Reading:
Strategy: Read aloud in unison with a group. This can be particularly helpful for struggling readers.
Objective: To improve fluency and reduce reading anxiety by providing a supportive group setting.
Reader's Theatre:
Strategy: Engage students in performing a script derived from a story. This emphasises reading with expression and pace.
Objective To boost fluency, comprehension, and engagement through performance and practice.
Comprehension Skills
Comprehension skills are essential for understanding and interpreting text.
Predicting:
Strategy: Encourage students to make predictions about the text based on the title, headings, pictures, and prior knowledge. Discuss predictions as they read to see if they were correct or need adjusting.
Objective: To actively engage with the text and anticipate content, improving understanding and retention.
Questioning:
Strategy: Teach students to ask questions before, during, and after reading. Use question stems or prompts to guide deeper thinking about the text.
Objective: To enhance critical thinking and engagement with the text, leading to better comprehension.
Summarising:
Strategy: Instruct students in identifying main ideas and supporting details to summarise sections of text or entire texts.
Objective: To condense information, enhancing understanding of key concepts and details.
Writing Skills
Effective writing skills allow students to communicate their ideas clearly and creatively.
Brainstorming and Planning:
Strategy: Use graphic organisers, such as mind maps or outlines, to plan and organise ideas before writing.
Objective: To structure thoughts and information logically, laying a strong foundation for writing.
Drafting and Revising:
Strategy: Encourage writing first drafts without worrying about perfection, followed by multiple rounds of revision focusing on structure, clarity, and details.
Objective: To improve the quality of writing through refinement and to emphasize the process of writing as iterative.
Peer Review:
Strategy: Implement structured peer feedback sessions where students give and receive constructive criticism on their work.
Objective: To develop editing skills, incorporate new perspectives, and enhance the quality of writing.
Listening and Speaking Skills
Listening and speaking skills are vital for effective communication and collaboration.
Active Listening:
Strategy: Teach students to practice active listening by maintaining eye contact (ugh, I know …), nodding, asking clarifying questions, and summarising what was said.
Objective: To improve understanding and retention of spoken information and strengthen interpersonal communication.
Public Speaking and Presentation:
Strategy: Provide opportunities for students to speak in front of the class or small groups, focusing on clear articulation, volume, pace, and expression.
Objective: To build confidence and proficiency in public speaking, enhancing the ability to communicate ideas effectively.
Discussion and Debate:
Strategy: Organise classroom discussions and debates on various topics, teaching students to articulate their opinions, listen to differing viewpoints, and respond respectfully.
Objective: To foster critical thinking, persuasion skills, and respectful listening to opposing perspectives.
Support for English Language Learners
In my work in Los Angeles, I often opine that English is a “foreign language” for many of my students - meaning, it’s only spoken in the “foreign” territory of school. As such, it’s crucial to recognise that the strategies we employ for word analysis and reading instruction may need to be adapted to support these English Language Learners (ELLs). ELLs bring a wealth of linguistic and cultural diversity to the classroom, and as gestalt processors, we have a unique opportunity to see how their background knowledge and experiences can contribute to their learning. When preparing for the RICA, it’s important to not only have a repertoire of strategies for each area of reading instruction but also to understand how these strategies can be modified and scaffolded to meet the needs of ELLs. This may involve incorporating visual aids, using students’ home language (L1) to bridge understanding, or providing additional context and background information to help ELLs connect new concepts to their existing knowledge. By taking a holistic approach and considering the diverse needs of our students, we'll be better prepared to create an inclusive and supportive learning environment that promotes success for all learners, including ELLs.
Utilization of Cognates in Instruction
Strategy: Identify and explicitly teach cognates between the student’s home language and English during lessons. This involves highlighting words that are similar in form and meaning across both languages, using bilingual dictionaries or cognate lists as resources. For example, when introducing new vocabulary in science or social studies, point out cognates to help ELLs make connections.
Objective: To leverage ELLs' existing linguistic knowledge by connecting new English vocabulary with familiar terms in their home language, thereby accelerating vocabulary acquisition and comprehension across content areas. This approach aims to increase confidence and facilitate a deeper understanding of academic concepts through linguistic parallels.
Visual Supports
Strategy: Use visual aids (realia) like pictures, charts, graphs, and gestures to support verbal instructions and explanations. Visuals can help ELLs understand content and vocabulary without relying solely on text.
Objective: To enhance comprehension and retention of new vocabulary and concepts through visual context.
Scaffolding Techniques
Strategy: Break down lessons into manageable segments, gradually removing supports as students become more proficient. Use modeling, guided practice, and then independent practice. Incorporate sentence starters, word banks, and graphic organizers to help ELLs organise their thoughts and language.
Objective: To provide a supportive learning environment that gradually challenges ELLs to apply new language skills independently.
Language-Focused Instruction
Strategy: Integrate explicit language instruction into content lessons. Focus on key vocabulary, grammar, and language structures relevant to the content being taught. Use content-based language instruction to make the language learning relevant and meaningful.
Objective: To build both language proficiency and content knowledge simultaneously, making academic language more accessible to ELLs.
Interactive and Collaborative Learning
Strategy: Use pair work, group projects, and peer tutoring to encourage interaction among students. Structured activities like “Think-Pair-Share” or cooperative learning groups can provide ELLs with opportunities to practice language in a supportive setting.
Objective: To improve language skills through social interaction, allowing ELLs to practice speaking and listening in authentic contexts.
Sheltered Instruction
Strategy: Implement Sheltered Instruction Observation Protocol (SIOP) or similar frameworks to make content comprehensible while promoting language development. This involves using clear language, emphasising key vocabulary, and incorporating multiple modes of instruction.
Objective: To teach content in a way that is accessible to ELLs while simultaneously developing their English language proficiency.
Cultural Responsiveness
Strategy: Incorporate students’ cultural backgrounds and experiences into the curriculum. Use culturally relevant materials and examples to make learning more engaging and meaningful for ELLs.
Objective: To validate and leverage ELLs’ cultural knowledge and experiences, enhancing engagement and building connections between their lives and the curriculum.
Regular Feedback and Assessment
Strategy: Provide frequent, specific, and constructive feedback on language use and content understanding. Use formative assessments to monitor progress and adjust instruction accordingly.
Objective: To guide learning and development through targeted feedback and to tailor instruction to meet the evolving needs of ELLs.
Incorporating these strategies can significantly enhance the educational experience of ELLs, promoting language acquisition, academic achievement, and cultural integration. It's crucial to maintain high expectations for ELLs whilst providing the support and resources they need to meet those expectations.
What about Gifted students?
In addition to supporting our English Language Learners, it’s important to consider the needs of gifted students when preparing for the RICA. As a gestalt processors, we have a natural affinity for understanding the unique learning styles and needs of gifted learners, who often thrive on complex, open-ended tasks that allow them to explore ideas in depth. When approaching word analysis and reading instruction for our gifted students (as well as 2e students), it’s essential to have strategies that provide opportunities for enrichment and extension. This may involve incorporating higher-level questioning techniques, offering choice in reading materials and assignments, or providing opportunities for independent research and project-based learning. By having a range of strategies that challenge and engage gifted learners, you’ll be better equipped to create a classroom environment that nurtures their intellectual curiosity and encourages them to reach their full potential. As you prepare for the RICA, consider how you can adapt and enhance your strategies to meet the diverse needs of all learners, including those who are gifted and require additional challenges to stay motivated and engaged in their learning.
Differentiated Instruction
Strategy: Tailor learning experiences to meet the individual needs of gifted students by adjusting the content, process, products, and learning environment. This might include providing more complex texts, incorporating higher-level questions, or allowing for independent study projects.
Objective: To ensure gifted students are appropriately challenged in their learning environment, promoting continued academic growth and preventing disengagement or boredom.
Enrichment Opportunities
Strategy: Offer opportunities for gifted students to explore subjects in greater depth through enrichment activities. These could include after-school clubs, competitions, mentorship programs, or access to advanced courses.
Objective: To provide gifted students with avenues to pursue their interests beyond the standard curriculum, fostering a love of learning and allowing them to develop their skills and talents fully.
Curriculum Compacting
Strategy: Assess gifted students’ mastery of the curriculum to identify areas they have already mastered, and then streamline their instruction in those areas. This frees up time for enrichment or acceleration in areas of interest or challenge.
Objective: To maximise learning efficiency for gifted students by avoiding redundancy, keeping them engaged with new and challenging material that stimulates their intellectual curiosity.
Flexible Grouping
Strategy*: Use flexible grouping strategies to allow gifted students to work together on advanced tasks, as well as with peers of varying abilities on other tasks. This approach can involve grouping by ability for specific projects or subjects and by interest or other criteria for different activities.
Objective: To provide gifted students with opportunities to interact with peers who share their abilities or interests, enhancing their social and emotional development while challenging them academically.
Independent Study Projects
Strategy: Encourage gifted students to pursue independent study projects on topics of personal interest under the guidance of a teacher or mentor. These projects can allow for in-depth exploration of a subject beyond the standard curriculum.
Objective: To empower gifted students to take charge of their learning, develop research and critical thinking skills, and explore subjects of personal interest deeply.
Social-Emotional Support
Strategy: Provide specific support for the social and emotional needs of gifted students, who may experience feelings of isolation, frustration, or pressure. This can include counseling services, peer support groups, or teaching social skills.
Objective: To ensure the holistic well-being of gifted students by addressing their unique social and emotional needs, helping them to develop resilience, self-understanding, and healthy relationships with peers and adults.
Final thoughts …
As you embark on your journey to become pass the RICA in California, remember that the landscape of education is constantly evolving. Whilst the strategies and approaches outlined in this study guide will serve you well as you prepare for the current format of the RICA, it’s important to stay informed about upcoming changes to the assessment. In 2025, the RICA is set to transition from its current exam format to a “teacher performance assessment” model, similar to the edTPA. This shift reflects a broader trend in education toward authentic, performance-based assessments that better capture the complex skills and knowledge required of effective educators. As a gestalt processor, you are well-equipped to adapt to these changes and see them as opportunities for growth and development. By staying curious, open-minded, and committed to lifelong learning, you’ll be prepared to navigate the future of reading instruction in California and beyond. So, as you dive into the strategies and techniques covered in this article, remember to keep an eye on the horizon and embrace the exciting changes and challenges that lie ahead.