St. Louis Review Center, Inc. 7.

A reader was asked to fill in words to the sentences

3RD
Flr. La Suerte Bldg., Rizal Ave., San Pablo City that are found inside the box below. Which of the
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
b. selects only the meaningful segments in the text. use 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

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a. inferencing memorandum for the company’s employees. The
b. outlining boss returned the memo to the secretary along with

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c. predicting outcomes the note, “Please justify this!” The secretary felt

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d. structural analysis bad and wanted to resign immediately because she
3. Before a reader could read the WORD, he must learn thinks that it’s not her job to explain the contents of
to read the WORLD first. This statement implies that the memo. What cueing system did the secretary fail

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a. students or readers must know the names of the to consider?
a. graphophonic
letter first before they will know what the word
means. U
b. syntactic
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b. readers must know the sounds of the letters first c. semantic
before they will know what the word means. d. pragmatic
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c. words are only representations of the concepts 10. A reader was asked to read the sentence found
that the child or reader knows before inside the box below. Instead of reading the word
encountering the print. “moved”, he substituted it with the word “ran”.
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d. the text supplies the readers with the necessary Which of the cueing systems could have interfered
knowledge they need to make sense of the print. his reading so that he manifests such a deviation
4. Teacher A explicitly teaches his/her students the from the text?
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rhetorical patterns of an informational text taken from

The car moved fast.
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a science textbook. Which of the following does the

teacher want to develop in the reader?
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a. print skill a. graphophonic cues

b. content schemata b. syntactic cues
c. formal schemata c. semantic cues
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d. vocabulary knowledge d. pragmatic cues

5. Teacher B uses the timeline as a graphic organizer to 11. Which of the following refers to the movement of the
teach the readers to understand a given expository eyes across a line of text?
text. Which of the following organizational structures a. saccades
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might be the one used in the exposition of the text’s b. fixation

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information? c. clustering
a. cause and effect d. regression
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b. comparison and contrast 12. A reader was asked to read a short story. When the
c. enumeration-description reader started reading the text, he encountered
d. sequence or procedural several words that are unfamiliar. He tried to pause
6. Teacher C has presented a reading lesson to her for a moment and tried to convert the word from
students. The lesson went on for a span of a week. visual to aural. Which of the following physiological
After a day or two, when the teacher introduced a correlates of effective reading does the reader
new lesson that requires them the knowledge of the evidently practice in this situation?
previous lesson, the students no longer remember it. a. saccadic movements
What could be the cause of this problem? b. return sweeps
a. There was a lack of constant drill and practice c. fixations
given by the teacher. d. clustering
b. The text used and the instruction given in the 13. The following are the reasons why fixation is not
previous lesson is within the students’ encouraged at times EXCEPT for
independent level. a. Fixation allows readers to think of the meaning of
c. There was a lack of activities that integrate the a word encountered.
students’ background experiences to the text b. Fixation slows down fluency.
presented. c. Readers are given the chance to do
d. The text used and the instruction given in the subvocalization when they fixate.
previous lesson is within the students’ d. Too much fixation results to poor comprehension.
instructional level. 14. It refers to the learned ability to see words in groups
rather than as individual words.

St. Louis Review Center, Inc-San Pablo City Tel. no (049) 562-2239/0929-688-4348 1
 a. subvocalization strategies should you use to successfully meet your
b. regression aim?
c. fixation a. skimming
d. clustering b. scanning
15. You asked a group of students to read a passage c. close reading
silently. After a minute of observation, you noticed d. summarizing
that they are moving their lips as they do saccadic 22. You want your students to give you a detailed
movements along the page. Which of the following account of what they have understood from the story
terms refers to the practice that you have observed you have all read in the classroom. Which of the
from your students? following assessment measures, tools, or procedures
a. subvocalization should you use to meet your goal?
b. regression a. think-aloud
c. fixation b. cloze procedure
d. clustering c. retelling
16. You asked your students to silently read the passage d. standardized tests
you have prepared for them. The passage is all 23. A teacher wants to know the current functional
about arthropods. As a student go over his passage, reading level of a student in her reading class in
you noticed that he sweeps his hands along the terms of word recognition. Which of the following
page. After a while, his eyebrows met, as if he assessment measures, tools, or procedures should
doubts what the passage is all about. You noticed the teacher use to meet her aim?
that he made return sweeps to the text in a backward a. think-aloud

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manner, as if trying to search for a previously read b. miscue analysis
word. This situation implies that the reader is doing c. standardized tests

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a. regression. d. informal reading inventory

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b. saccades. 24. You want to know the quality of responses the
c. fixation. students make as they process a text while they are
d. subvocalization. in the act of audibly reading it. You recorded their

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17. Regression is BEST when the reader uses it as a reading and found out that they stop at times and give
means to personal reactions to the text. Some of the
a. search for keywords in a text. U
students’ reactions are even stated in their mother
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b. monitor comprehension when the text seems not tongue. Which of the following assessment tools or
to make sense. procedures refers to this practice?
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c. read a passage all over again. a. think-aloud

d. highlight important lines in the text for retrieval b. miscue analysis
purposes. c. standardized tests
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18. Teacher D entered the classroom and posted images d. cloze procedure
that she has taken from the story she is about to tell 25. You want to know the range of your students’
the students. Before she started telling the story to vocabulary, graphophonic knowledge, syntactic
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the class, she grouped the students and asked them knowledge, semantic knowledge, and pragmatic
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to make a story out of the pictures posted on the knowledge by filling in gaps within an information.
board. Which of the following approaches reflects the Which of the following should you use to achieve your
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practice of the teacher? goal?

a. Explicit Phonics a. think-aloud
b. Basal Approach b. miscue analysis
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c. Embedded Phonics c. standardized tests

d. Language Experience Approach d. cloze procedure
19. Teacher E entered the classroom and showed a list 26. Teacher A has found out that the results of the
of word families like cat, mat, fat, rat, pat, and bat. curriculum that was implemented call for an alteration
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This practice clearly shows that the teacher employs in the set of objectives and competencies. Which of
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a. Whole-language approach. the following curriculum development stages does

b. Language experience approach. teacher A want to happen?
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c. Literature-based approach. a. curriculum planning

d. Phonics approach. b. curriculum evaluation
20. A student asked the teacher to tell him the meaning c. curriculum change
of the word “disestablishmentarianism”, which is d. curriculum improvement
found in the text that the student read. Instead of 27. Ms. Natividad, a classroom teacher, wants to try-out
explicitly stating the meaning of the word, the teacher to her class another strategy she has learned from a
asked the student to segment the word and look for seminar-workshop she has attended. Which level of
its base word, prefix, and suffixes so that they may curriculum is shown in this situation?
construct the meaning of the word through these a. societal
word parts. Which of the following vocabulary b. experiential
strategy did the teacher use to help the students c. instructional
arrive at the meaning of the unfamiliar word? d. institutional
a. semantic feature analysis 28. Mr. Reyes, the principal of Bagumbato National High
b. semantic mapping School, opted to use the curriculum that employs the
c. structural analysis integration of Music, Arts, P.E., and Social Studies on
d. context clues a longer time block. This situation clearly shows that
21. You were given a long passage to read in a short the principal prefers to use
period of time. Along with the passage, you were a. core curriculum design.
also asked to answer questions regarding the text b. correlated subjects design.
you have read. Which of the following reading c. broad-fields curriculum design.
d. single-subject curriculum design.

St. Louis Review Center, Inc-San Pablo City Tel. no (049) 562-2239/0929-688-4348 2
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

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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

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time. of instruction during the first three years of formal

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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?

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a. planning. a. parents
b. evaluation. b. teachers
c. organization. U
c. publishers
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d. implementation d. legislators
33. Ms. Oliveros, a language teacher, has noticed that
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Bryan, a diagnosed dyslexic child, has already

improved in his reading, writing, gross, and fine motor
abilities. She recommended to her principal that
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Bryan should be learning in a regular classroom.

Which of the following does the teacher want to
happen?
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a. promotion
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b. intervention
c. inclusion
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d. exclusion
34. When developers try to obtain relevant information to
be able to judge the worth of an educational program,
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its product, procedures, and objectives, the

developers are in the process of curriculum
a. planning.
b. designing.
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c. evaluation.
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d. alignment.
35. Johnny, a junior high school student, connected his
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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.

St. Louis Review Center, Inc-San Pablo City Tel. no (049) 562-2239/0929-688-4348 3
 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

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15 a 35 b

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16 a 36 d
17 b 37 c

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18 d 38 c

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19 d 39 d
20 c 40 d
U
R
FO
KS
O
O
FB
PD
T
SI
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St. Louis Review Center, Inc-San Pablo City Tel. no (049) 562-2239/0929-688-4348 4