PROF. ED. Developmental Reading

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PROF. ED. (Developmental Reading)
1. Teacher Marie wants to develop her pupils' comprehension skills. Which order of skills will
she develop?
I. Literal comprehension
II. Interpretation
III. Critical Evaluation
IV. Integration
A. II - III - IV - I
B. III - IV - I - II
C. I - II - III - IV
D. IV - III - II - I
2. The class of Mr. Balita read about a successful gardening project undertaken by a certain
barangay. After coming from school that day, Vanessa went around their backyard and found out
that there was an available space and decided to plant some camote tops. What level of
comprehension did Vanessa demonstrate?
A. Literal
B. Interpretative
C. Applied
D. Critical
3. An integrative conceptual approach introduced by Roldan has as its highest level is the
development of _____ thinking skills.
A. Interpretative
B. Creative
C. Critical
D. Literal
4. Interpretive reading is _______.
A. Reading beyond the lines
B. Reading between the lines
C. Reading for stated details
D. Reading below the lines
5. Literal comprehension involves:
A. Evaluating information
B. Making inferences
C. Reading beyond the lines
D. None of these
6. Critical reading involves:
A. Elaborating on or modifying what is read
B. Paraphrasing the material for understanding
C. Identifying the accuracy of the information
D. Interpreting the ideas in the text
7. The following statements are descriptions of critical readers EXCEPT_____.
A. Think while they are reading
B. Read with a questioning attitude
C. Can distinguish between fact and opinion
D. Can identify explicitly stated information
8. Teachers can first foster critical thinking in _____.
A. Fourth grade
B. Kindergarten
C. Sixth grade
D. Seventh grade
9. Creative reading is _____.
A. Reading beyond the lines
B. Reading for evaluation
C. Acquiring ideas that are directly stated
D. Assessing the clarity and precision of ideas
10. Mario, who is reading a short story, encounters the word "biology". He analyzes it by looking
at the part bio (which means life), and logos (which means the study of). Taken together, he
knows that biology, In its simplest meaning, is a study of life. Which reading theory or model of
the reading process does Mario utilize?
A. Bottom-Up Theory
B. Top-Down Theory
C. Interactive Theory
D. Transactional Theory
11. The following statements are true descriptions of bottom-up theory or model of the reading
process EXCEPT.
A. Even through a reader does not recognize each word, he may be able to comprehend a
selection.
B. The meaning exists in the printed page and is interpreted by the reader.
C. The meaning of the text is expected to come naturally as the code is broken based on the
reader's prior knowledge of words.
D. The reader matches letters with sounds in a defined sequence.
12. What theory or model of the reading process is closely related to top-down processing?
A. Bottom-Up Theory
B. Interactive Theory
C. Schema Theory
D. Transactional Theory
13. Among models of reading strategies, what did student Jack adopt when he read back and
forth, attending to both what is in his mind and what's on the page?
A. Bottoms-up
B. Interactive
C. Down-top
D. Top-down
14. Mr. Padilla is a Grade 1 Teacher who is concerned with building letters into words and words
into sentences. He uses flashcards so the pupils can sound out syllables and words correctly.
What reading model is reflected in Mr. Padilla's instruction?
A. Top-down model
B. Bottom-up model
C. Schema model
D. Interactive model
15. Mr. Navarro is a Grade 1 teacher who plans reading instruction as part of 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. Navarro show?
A. Bottom-up model
B. Top-down model
C. Interactive model
D. Schema model
16. In acquiring language competence, what is the procedure of attaching meaning to words?
A. Phonology
B. Syntax
C. Semantics
D. Morphology
17. The teacher is aware that he cannot teach reading in a flash. Following the Goodell's Reading
Skills Ladder, what step will he focus on for beginners?
A. Structural analysis
B. Phonetics analysis
C. Contextual clues
D. Basic sight words
18. This is a recognized list of 220 common terms used as a resource to teach sight words.
A. SRA
B. Fry's list
C. Dolch list
D. Sight Word List
19. Which is the correct order of reading skills in Goodell's Reading Skills ladder?
I. Finding the main idea
II. Basic sight words
III. Vocabulary building
IV. Using contextual clues
V. Using structural analysis

VI. Using phonetic analysis
A. II, V, IV, I, III, VI
B. II, VI, V, IV, III, I
C. II, I ,IV, III, V, VI
D. II, III, VI, IV, V, I
20. Which of the following reading skills or strategies utilizes a bottom-up process in dealing
with unfamiliar words?
A. Inferencing
B. Structural analysis
C. Predicting outcomes
D. Using contextual clues

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PROF. ED. (Developmental Reading)

III. Critical Evaluation

A. Reading beyond the lines

B. Reading between the lines

C. Reading for stated details

D. Reading below the lines

5. Literal comprehension involves:

C. Reading beyond the lines

6. Critical reading involves:

A. Elaborating on or modifying what is read

B. Paraphrasing the material for understanding

C. Identifying the accuracy of the information

D. Interpreting the ideas in the text

7. The following statements are descriptions of critical readers EXCEPT_____.

A. Think while they are reading

B. Read with a questioning attitude

C. Can distinguish between fact and opinion

D. Can identify explicitly stated information

8. Teachers can first foster critical thinking in _____.

A. Reading beyond the lines

B. Reading for evaluation

C. Acquiring ideas that are directly stated

D. Assessing the clarity and precision of ideas

D. The reader matches letters with sounds in a defined sequence.

D. Basic sight words

D. Sight Word List

I. Finding the main idea

II. Basic sight words

III. Vocabulary building

IV. Using contextual clues

V. Using structural analysis

A. II, V, IV, I, III, VI

B. II, VI, V, IV, III, I

C. II, I ,IV, III, V, VI

D. II, III, VI, IV, V, I

D. Using contextual clues

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