The Domain II Developing Phonological and Other Linguistic Processes Related to Reading in the Reading Instruction Competence Assessment (RICA) is a linguistics-based reading instruction program. Linguistics, which is defined as the field of knowledge relating to the study of language, involves study of the subsystems of phonology, morphology, syntax, semantics, and pragmatics (Georgia, 2004).
As both a General and Special Educator who works with diverse populations of students, I have found that linguistics-based literacy programs have proven to be effective, as research has indicated. A case in point is the LANGUAGE Literacy Intervention Curriculum developed by Dr. Jane Fell Greene. This program was developed for a diverse population of struggling readers in elementary, middle, and high school who did not benefit from early reading instruction.
The problem as stated in the RICA research stems from all students not benefiting from early reading instruction. As time passes, this enigma manifests itself in even greater magnitude. This is evident in students labeled as: "Struggling Readers," "At Risk," "English Language Learners," "Learning Disabled," etc. In hindsight, these students would have benefited from effective early reading intervention and instruction.
RICA states that, "The goal of reading instruction is to develop competent, thoughtful readers who are able to use, interpret, and appreciate all types of texts. Beginning teachers need to be able to deliver effective reading instruction that: is based on the results of ongoing assessment; reflects knowledge of state and local reading standards for different grade levels; represents a balanced, comprehensive reading curriculum; and is sensitive to the results of all students" (RICA, 2004).
Domain II begins with phonemic awareness, and the beginning teacher must know how to assess students' auditory awareness and their ability to discriminate sounds and ...