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Tel. no. (049) 562-2239/0929-688-4348 following cueing systems did the reader fail to
consider?

The candy is in the sweet. It’s in the inside bowl.

CURRICULUM DEVELOPMENT
AND DEVOPMENTAL READING a. graphophonic cues
POST-TEST APRIL 2010 b. syntactic cues
c. semantic cues
d. pragmatic cues
1. In the bottom-up perspective, a reader could read a 8. A reader read the word “plan” with a pronunciation
text when he/she like “plane” in the sentence, “It’s my plan to sail
a. uses his prior knowledge to make sense of the across the ocean.” The deviation of the reader in
text. reading the text can be explained by the reader’s use
b. selects only the meaningful segments in the text. of
c. can translate the visual symbols to their aural a. syntactic cues
equivalent. b. semantic cues
d. relates the text to other texts previously read. c. graphophonic cues
2. Which of the following reading skills or strategies is d. pragmatic cues
the closest to outside-in processing or reading? 9. An office secretary encoded her boss’s memorandum
a. inferencing for the company’s employees. The boss returned the
b. outlining memo to the secretary along with the note, “Please
c. predicting outcomes justify this!” The secretary felt bad and wanted to
d. structural analysis resign immediately because she thinks that it’s not
3. Before a reader could read the WORD, he must learn her job to explain the contents of the memo. What
to read the WORLD first. This statement implies that cueing system did the secretary fail to consider?
a. students or readers must know the names of the a. graphophonic
letter first before they will know what the word b. syntactic
means. c. semantic
b. readers must know the sounds of the letters first d. pragmatic
before they will know what the word means. 10. A reader was asked to read the sentence found
c. words are only representations of the concepts inside the box below. Instead of reading the word
that the child or reader knows before “moved”, he substituted it with the word “ran”. Which
encountering the print. of the cueing systems could have interfered his
d. the text supplies the readers with the necessary reading so that he manifests such a deviation from
knowledge they need to make sense of the print. the text?
4. Teacher A explicitly teaches his/her students the
rhetorical patterns of an informational text taken from The car moved fast.
a science textbook. Which of the following does the
teacher want to develop in the reader? a. graphophonic cues
a. print skill b. syntactic cues
b. content schemata c. semantic cues
c. formal schemata d. pragmatic cues
d. vocabulary knowledge 11. Which of the following refers to the movement of the
5. Teacher B uses the timeline as a graphic organizer to eyes across a line of text?
teach the readers to understand a given expository a. saccades
text. Which of the following organizational structures b. fixation
might be the one used in the exposition of the text’s c. clustering
information? d. regression
a. cause and effect 12. A reader was asked to read a short story. When the
b. comparison and contrast reader started reading the text, he encountered
c. enumeration-description several words that are unfamiliar. He tried to pause
d. sequence or procedural for a moment and tried to convert the word from
6. Teacher C has presented a reading lesson to her visual to aural. Which of the following physiological
students. The lesson went on for a span of a week. correlates of effective reading does the reader
After a day or two, when the teacher introduced a evidently practice in this situation?
new lesson that requires them the knowledge of the a. saccadic movements
previous lesson, the students no longer remember it. b. return sweeps
What could be the cause of this problem? c. fixations
a. There was a lack of constant drill and practice d. clustering
given by the teacher. 13. The following are the reasons why fixation is not
b. The text used and the instruction given in the encouraged at times EXCEPT for
previous lesson is within the students’ a. Fixation allows readers to think of the meaning of
independent level. a word encountered.
c. There was a lack of activities that integrate the b. Fixation slows down fluency.
students’ background experiences to the text c. Readers are given the chance to do
presented. subvocalization when they fixate.
d. The text used and the instruction given in the d. Too much fixation results to poor comprehension.
previous lesson is within the students’ 14. It refers to the learned ability to see words in groups
instructional level. rather than as individual words.
a. subvocalization

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b. regression a. skimming
c. fixation b. scanning
d. clustering c. close reading
15. You asked a group of students to read a passage d. summarizing
silently. After a minute of observation, you noticed 22. You want your students to give you a detailed
that they are moving their lips as they do saccadic account of what they have understood from the story
movements along the page. Which of the following you have all read in the classroom. Which of the
terms refers to the practice that you have observed following assessment measures, tools, or procedures
from your students? should you use to meet your goal?
a. subvocalization a. think-aloud
b. regression b. cloze procedure
c. fixation c. miscue analysis
d. clustering d. standardized tests
16. You asked your students to silently read the passage 23. A teacher wants to know the current functional
you have prepared for them. The passage is all reading level of a student in her reading class in
about arthropods. As a student go over his passage, terms of word recognition. Which of the following
you noticed that he sweeps his hands along the assessment measures, tools, or procedures should
page. After a while, his eyebrows met, as if he the teacher use to meet her aim?
doubts what the passage is all about. You noticed a. think-aloud
that he made return sweeps to the text in a backward b. miscue analysis
manner, as if trying to search for a previously read c. standardized tests
word. This situation implies that the reader is doing d. informal reading inventory
a. regression. 24. You want to know the quality of responses the
b. saccades. students make as they process a text while they are
c. fixation. in the act of audibly reading it. You recorded their
d. subvocalization. reading and found out that they stop at times and give
17. Regression is BEST when the reader uses it as a personal reactions to the text. Some of the students’
means to reactions are even stated in their mother tongue.
a. search for keywords in a text. Which of the following assessment tools or
b. monitor comprehension when the text seems not procedures refers to this practice?
to make sense. a. think-aloud
c. read a passage all over again. b. miscue analysis
d. highlight important lines in the text for retrieval c. standardized tests
purposes. d. cloze procedure
18. Teacher D entered the classroom and posted images 25. You want to know the range of your students’
that she has taken from the story she is about to tell vocabulary, graphophonic knowledge, syntactic
the students. Before she started telling the story to knowledge, semantic knowledge, and pragmatic
the class, she grouped the students and asked them knowledge by filling in gaps within an information.
to make a story out of the pictures posted on the Which of the following should you use to achieve your
board. Which of the following approaches reflects the goal?
practice of the teacher? a. think-aloud
a. Explicit Phonics b. miscue analysis
b. Basal Approach c. standardized tests
c. Embedded Phonics d. cloze procedure
d. Language Experience Approach 26. Teacher A has found out that the results of the
19. Teacher E entered the classroom and showed a list curriculum that was implemented call for an alteration
of word families like cat, mat, fat, rat, pat, and bat. in the set of objectives and competencies. Which of
This practice clearly shows that the teacher employs the following curriculum development stages does
a. Whole-language approach. teacher A want to happen?
b. Language experience approach. a. curriculum planning
c. Literature-based approach. b. curriculum evaluation
d. Phonics approach. c. curriculum change
20. A student asked the teacher to tell him the meaning d. curriculum improvement
of the word “disestablishmentarianism”, which is 27. Ms. Natividad, a classroom teacher, wants to try-out
found in the text that the student read. Instead of to her class another strategy she has learned from a
explicitly stating the meaning of the word, the teacher seminar-workshop she has attended. Which level of
asked the student to segment the word and look for curriculum is shown in this situation?
its base word, prefix, and suffixes so that they may a. societal
construct the meaning of the word through these b. experiential
word parts. Which of the following vocabulary c. instructional
strategy did the teacher use to help the students d. institutional
arrive at the meaning of the unfamiliar word? 28. Mr. Reyes, the principal of Bagumbato National High
a. semantic feature analysis School, opted to use the curriculum that employs the
b. semantic mapping integration of Music, Arts, P.E., and Social Studies on
c. structural analysis a longer time block. This situation clearly shows that
d. context clues the principal prefers to use
21. You were given a long passage to read in a short a. core curriculum design.
period of time. Along with the passage, you were b. correlated subjects design.
also asked to answer questions regarding the text c. broad-fields curriculum design.
you have read. Which of the following reading d. single-subject curriculum design.
strategies should you use to successfully meet your
aim?

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29. The sub-processes of curriculum planning, b. broad fields curriculum design.

organization and designing, implementation and c. fused curriculum design.
evaluation sum up the process of d. core curriculum design.
a. curriculum and instruction. 38. Teacher C has found out that there was a mismatch
b. curriculum management. between the content she was teaching in the class
c. curriculum development. and the competencies tested in the standards-based
d. curriculum assessment. assessment (SBA) given after a year of instruction.
30. When the aim of the curriculum is to provide the This situation calls for curriculum
learners with the needed skills in this ever-changing a. planning.
world, the curriculum reflects the belief that it should b. designing.
a. provide learner’s with the knowledge needed for c. alignment.
social relevance. d. implementation.
b. perpetuate cumulative tradition of organized 39. The following are characteristics of the experience-
knowledge. centered curriculum EXCEPT for
c. provide avenues for the students to do self- a. The classroom activities are cooperatively
expression. controlled by the learner and the teacher.
d. allow learner’s self-actualization. b. The emphasis is on the holistic development of
31. The following statements are characteristics of the the individual learner.
subject-centered curriculum EXCEPT for c. Education aims to develop a socially creative
a. The main task is mastery learning. individual.
b. The teacher has full control of the lesson. d. Facts and knowledge are to be mastered for
c. There is a high level of cooperative interaction. future use.
d. It covers much of the content in a short span of 40. The students’ first languages are to be the medium
time. of instruction during the first three years of formal
32. The phase of curriculum development which involves schooling both in the public and private schools.
a survey of the current needs of the learners and the Which of the following stakeholders in curriculum
demands of society is curriculum development asks for this requirement?
a. planning. a. parents
b. evaluation. b. teachers
c. organization. c. publishers
d. implementation d. legislators
33. Ms. Oliveros, a language teacher, has noticed that
Bryan, a diagnosed dyslexic child, has already
improved in his reading, writing, gross, and fine motor
abilities. She recommended to her principal that
Bryan should be learning in a regular classroom.
Which of the following does the teacher want to
happen?
a. promotion
b. intervention
c. inclusion
d. exclusion
34. When developers try to obtain relevant information to
be able to judge the worth of an educational program,
its product, procedures, and objectives, the
developers are in the process of curriculum
a. planning.
b. designing.
c. evaluation.
d. alignment.
35. Johnny, a junior high school student, connected his
lesson on fractions with his Social Studies lesson on
land ownership during the time of Feudalism. Which
curriculum design element is reflected in Johnny’s
practice?
a. articulation
b. integration
c. continuity
d. balance
36. Teacher B wants to give his student the freedom to
choose what to learn and believe, and allow the
student to set his own identity and standards.
Teacher B clearly shows that he believes in
a. Realism.
b. Idealism.
c. Perennialism.
d. Existentialism
37. A curriculum developer wants to combine geography,
civics and culture, and history to complete the subject
area of Social Studies. The curriculum developer
clearly manifests favor for the
a. correlated subjects curriculum design.

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CURICULUM DEVELOMENT
1 c 21 b
2 d 22 retelling
3 c 23 d
4 c 24 a
5 d 25 d
6 c 26 c
7 b 27 c
8 c 28 c
9 d 29 c
10 c 30 a
11 a 31 c
12 c 32 a
13 a 33 c
14 d 34 c
15 a 35 b
16 a 36 d
17 b 37 c
18 d 38 c
19 d 39 d
20 c 40 d

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