LET REVIEWER

Developmental Reading

NAME: ____________________________________SCORE:__________________
1. Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short
stories for children. Which of the following reasons does she want to students to better understand?
a. Author's use of figurative language b. Author's point of view
A c. Use of text structure d. Tone and mood
2. Mr. Salvador notices that his student, Robert cannot decode sight words that are supposed to be easy
for students of his age. Which of the following activities, then, should Mr. Salvador provide to Robert?
a. Constructing mental maps and graphic b. Answering comprehension questions using
organizers QAR
C c. Phonemic awareness activities d. Spelling drills and games
3. All the three reading theories recognize the role of the reader and the text in the comprehension
process. However, only the interactive model accounts for the role of the reading situation in the
meaning-making process. What factor does the interactive model consider the reading process?
a. Outcome b. Task
C c. Context d. Purpose
4. The four-Pronged Approach upholds the holistic and balanced instruction in beginning reading. Which
of the following principles characterizes the most important characteristic of this approach?
a. The inclusion of critical thinking skills after b. The development of genuine love for reading
reading
B c. The integration of whole language, literature d. The heavy emphasis on grammar and oral
and explicit instruction language development
5. The reader's prior knowledge plays a vital role in negotiating meaning and transaction with the text.
To enhance the schemata of the learners, Teacher Arabella exposes her Grade 2 pupils to the
pragmatic use of language in their day to day life experiences so that they develop rich vocabulary.
What belief does the teacher manifest in this situation?
a. Word meanings aid textual understanding b. Word pronunciation builds comprehension
A c. Word knowledge is learned best in isolation d. Word familiarity is gained in the classroom
6. In one Grade 6 reading class in public school, Teacher Samantha conducts a regular 10 minute silent
reading of an expository text in Science. What is the best silent reading activity that Teacher
Samantha can give her students?
a. Invite resource person to discuss the content b. Prepare reading road maps to guide reader-
of the material text interactions
B c. Instruct them to write reflection journals on d. Check understanding by asking post-reading
their notebook questions
7. Mr. Siruet is a Science Teacher in Ilocos. He strongly believes that devoting 10-15 minutes for real-
time reading in the classroom and guiding the pupils' interaction with Science materials before or
after doing an activity is better than just assigning them to read at home and make sense of the text
on their own. What could be the best explanation for Mr. Siruet's reading practice?
a. Science is one subject that calls for inquiry and b. Science class does not require actual reading
discovery. time in class.
D c. Time can be spent in more meaningful hands- d. Experience with print enriches vocabulary and
on activities. understanding of Science concepts
8. Teacher Jeremiah is planning an integration lesson using Social Studies text for his Grade 5 English
class. Which of the following is the best thing to do to activate his pupils' background knowledge?
a. Ask several critical questions. b. Make the pupils prepare an outline
D c. Unlock difficult words by using the dictionary d. Present advance organizer of the topic
9. Reading in the content area aims to help students make sense of the text and negotiate meaning as
readers actively interact with the text. Which of the following activities will best achieve this goal?
a. Have the reading of the text be done at home b. Make them read silently.
C c. Allow students to ask questions. d. Practice oral reading for fluency.
10. A student asked the teacher to tell him the meaning of the word "disetablishmentarianism", which is
found in the text that the student read. Instead of explicitly stating the meaning of the word, the
teacher asked the student to segment the word and look for its base word, prefix, and suffixes so that
they may construct the meaning of the word through these word parts. Which of the following
vocabulary strategy did the teacher use to help the students arrive at the meaning of unfamiliar
word?
a. Semantic feature analysis b. Semantic mapping
C c. Structural analysis d. Context clues
 11. Ronald is about to buy a book. After taking a book from the display shelf, he looked at the title,
opened it and looked at the table of contents, then the summary found at the back cover. He realized
that what he took from the shelf is not what he needs. Which of the following strategies do you think
did Ronald do to decide why he does not need it?
a. Scanning b. Skimming
B c. Close reading d. Careful slow reading
12. Which of the following words BEST lends itself to the teaching of structural analysis as a strategy to
unlock the meaning of an unfamiliar word?
a. Special b. Preschool
D c. Happiness d. Undesirable
13. Mr. Javier has just ended the silent reading activity he provided for his students and he deems to
necessary to discuss the story. If he wants to model critical reading to his students, which question
should he likely ask himself?
a. Who are the characters of the story? b. Why did the main character end up not to be
successful?
C c. Would it be unfair to close a fairy tale with a d. If I were to write another beginning of this
sad ending after the princess meets the selection, how would I start this story?
prince? Why?
14. Mrs. Corazon wants her students to respond creatively to the story they have just read in the class.
Which of the following activities should be provided for the students so that she could achieve her
aim?
a. Writing a summary of the story read b. Writing a letter to a character in the story
B c. Listing down the events that happened in the d. Answering comprehension questions about
story the story
15. When Brylle read the sentence, "The bankruptcy made a run on the bank", he thought the bankruptcy
literally ran on the bank. What explains this phenomenon?
a. The reader lacks auditory perception b. The reader lacks sight word recognition
D c. The reader has inadequate proficiency in d. There is a mismatch between the reader and
listening and speaking. writer's field of experiences.
16. Ms. Custodio teaches preschool. She is preparing to employ a shared book experience activity for her
kindergartens. Which of the following materials should Ms. Custodio probably need?
a. Flash cards b. Big books
B c. Basal texts d. Word lists
17. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words and words into
sentences. She uses flashcards so the pupils can sound out syllables and words correctly. What
reading model is reflected in Ms. Padilla's instruction?
a. Bottom-up model b. Top-Down model
A c. Interactive model d. Schema model
18. Ms. Torres believes that her pupils need direct sensory contact and physical manipulation in the
classroom so that they learn easily and recall input effortlessly. What is the grade level of Ms. Torres'
class?
a. Pre-school b. Primary
A c. Intermediate d. High School
19. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as part of the language block. He
provides varied reading experiences that involve children sitting quietly, silently reading library books
or making a book based on their own experiences. What theoretical model of reading does Mr.
Morauda show?
a. Bottom-up model b. Top-Down model
B c. Interactive model d. Schema model
20. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud to the
class. Which of the following is the best post-reading activity for the learners?
a. Provide students with a guide for reader-text b. Have students write about what they have
interactions. read.
C c. Give them comprehension questions d. Let them rest for a while
21. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read aloud
to his pupils, would provide time for free silent reading, recreational reading, and would lend them
magazines and newspapers. What factor in reading does Mr. German want to cultivate among his
pupils?
a. Emotional/social development b. Physical development
C c. Interest in reading d. Intelligence
22. Mr. Arce is a new Grade 1 teacher who is unsure whether the pupils are ready for beginning reading
instruction. What must he observe before he begins his lessons?
a. The pupils are emotionally prepared for social b. The pupils have achieved unity of their
interaction and competition. capabilities with their interests.
B c. The learners can respond to simple questions d. He learners show desire to learn in class.
 23. Teacher Millicent knows well that the text or the print material is one factor that affects reading. So
she tries to match the text with the ease or difficulty of students' comprehension based on the style
of writing. What text factor does Teacher Millicent consider in the choice of reading materials for her
class?
a. Organization b. Format
C c. Readability d. Content
24. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's vocabulary
development program. After going through all the books used by his fourth grade pupils, he is still in
the dark as to what words need to be included in his list. Which of the following criteria should NOT
be the basis of Mr. Gutierrez for word selection?
a. High frequency words b. Content area words
A c. High utility words d. Difficult words
25. Mr. Malaya is teaching a 3rd year high school class in world history. The students need note taking,
outlining and study skills. If he wants to help the students learn these strategies, which of the
following skills should he model to them first?
a. Getting main idea b. Sequencing event
A c. Reciprocal teaching d. Rhetorical patterns of expository texts
26. Which of the following beliefs is consistent with the bottom-up perspective in reading?
a. A reader could read a text when he/she uses b. A reader could read a text when he/she selects
his prior knowledge to make sense of the text. only the meaningful segments in the text
D c. A reader could read a text when he/she d. A reader could read a text when he/she can
relates the text to other texts previously read translate the visual symbols to their aural
equivalent
27. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing with
unfamiliar words?
a. Inferencing b. Structural analysis
B c. Predicting outcomes d. Using contextual clues
28. Ms. Rebolledos uses the timeline as a graphic organizer to teach the readers to understand a given
expository text. Which of the following organizational structures might be the one used in the
exposition of the text's information?
a. Cause and effect b. Comparison and contrast
D c. Enumeration-description d. Sequential or chronological
29. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns. Which of
the following reasons DOES NOT justify such activity?
a. Setting a purpose for reading b. Activating prior knowledge
C c. Confirming, revising or rejecting an earlier d. Sharing assumptions related to the topic of the
assumption about a topic text to be read
30. Mr. Lilang wants to develop creative thinking in his students even before he asks his students to
silently read the short story for the day's reading lesson. Which of the following activities should he
provide the students so he could achieve his aim?
a. Unlocking of vocabulary words by finding their b. Asking the students to write story impressions
meaning in the dictionary out of the posted pictures of scenes taken
from the story to be read.
B c. Pronouncing five unfamiliar vocabulary words d. Asking the students to list down certain
that will be encountered in the story experiences they had, which may be related to
the main character in the story to be read