CAGAYAN STATE UNIVERSITY

Andrews Campus, Tuguegarao City, Cagayan

College of Teacher Education

LET COMPREHENSIVE REVIEW

DEVELOPMENTAL READING 1 & 2

I. Developmental Reading 1
Directions: Choose the letter of the correct answer.

1. Mrs. Manuel believes in the power of environment print to develop the pupils’
sight word recognition, print orientation, and even comprehension in a
meaningful way. Which of the following materials is NOT an example of
environmental print?
a. Old boxes of powdered milk
b. Chocolate bar wrappers
c. Car stickers
d. Big books

2. 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
c. Basal texts
d. Word lists

3. Ms. Adona asks her pupil to point to the first word that should be read in the big
book. Then, she asks the pupil to point to the last word to be read. Which of the
following assessment measures does Ms. Adona employ in this situation?
a. Assessment of Reading Comprehension
b. Assessment of Spelling Ability
c. Concepts about Print Test
d. Vocabulary Test

4. 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
 c. Interactive model
d. Schema model

5. 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
c. Intermediate
d. High School

6. 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
c. Interactive model
d. Schema model

7. 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 interactions.
b. Have students write about what they have read.
c. Give them comprehension questions
d. Let them rest for a while

8. 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. Interest in reading
d. Intelligence

9. 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 interaction and competition.
b. The pupils have achieved unity of their capabilities with their interests.
c. The learners can respond to simple questions and instructions.
d. The learners show desire to learn in class.
10. 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. Readability
d. Content

11. Ms. Morallos teaches her Grade 6 class how to write a summary of an expository
text. In her discussion, she explains what it is, models it through think aloud, and
informs her pupils when and how this skill learned in the classroom can be used even
during their own free silent reading. She provides them with guided and independent
practice before she conducts an evaluation. What approach to teaching is reflected in
Ms. Morallos’ practice?

a. Indirect instruction
b. Explicit instruction
c. Intrinsic instruction
d. Independent instruction

12. ReQuest is a strategy used to develop learners’ ability in asking significant

questions. The teacher needs to model questioning skills and let the pupils practice the
same until the learners are ready to use the skill automatically. What is the best reason
for teaching the learners this skill?

a. Learners become purposive when they set their own questions while reading.
b. Teachers become confused by the questions asked by the learners.
c. Teachers find time to review the questions of the learners.
d. Learners feel important when they make questions.

13. 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
c. High utility words
d. Difficult words

14. 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 events
c. Reciprocal teaching
d. Rhetorical patterns of expository texts

15. 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 his prior knowledge to make sense of
the text.
b. A reader could read a text when he/she selects only the meaningful segments in the
text
c. A reader could read a text when he/she relates the text to other texts previously read
d. A reader could read a text when he/she can translate the visual symbols to their aural
equivalent

16. Which of the following reading skills or strategies utilizes a bottom-up procedure in
dealing with unfamiliar words?

a. Inferencing
b. Structural analysis
c. Predicting outcomes
d. Using contextual clues

17. Before a reader could read the WORD, he/she must learn to read the WORLD first.
What does this imply?

a. Students or readers must know the names of the letter first before they will know
what the word means.
b. Readers must know the sounds of the letters first before they will know what the word
means.
c. Words are only representations of the concepts that the child or reader knows before
encountering the print.
d. The text supplies the readers with the necessary knowledge they need to make
sense of the print.

18. Mr. Velasquez explicitly teaches his students the rhetorical patterns of an
informational text taken from a science textbook. Which of the following does the
teacher want to develop in the reader?

a. Print skill
b. Content schemata
c. Formal schemata
d. Vocabulary knowledge

19. 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
c. Enumeration-description
d. Sequential or chronological

20. Which of the following is the BEST reason why regression is a good metacognitive
reading technique?
a. Readers use it to search for keywords in a text
b. Readers use it to read a passage all over again
c. Readers use it to highlight important lines in the text for retrieval purposes.
d. Readers use it to monitor comprehension when text seems not to make sense

21. Edward is reading a book and he needs to know the meaning of the word
“obliterate”. However, the passage does not give enough clues for him to figure out
what the word means. He decided to use his pocket dictionary so he would know what
the word means. Which of the following strategies should he use so that he would know
the meaning of the unfamiliar word?
a. Scanning
b. Skimming
c. Close reading
d. Careful slow reading

22. Ms. Sigua entered the classroom and posted images that she has taken from the
story she is about to tell the students. Before she started telling the story to the class,
she grouped the students and asked them to make a story out of the pictures posted on
the board. Which of the following approaches reflects the practice of the teacher?
a. Explicit Phonics
b. Basal Approach
c. Embedded Phonics
d. Language Experience Approach

23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat,
fat, rat, pat and bat. What approach is described in this situation?
a. Whole-language approach
b. Language experience approach
c. Literature-based approach
d. Phonics approach

24. 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. Confirming, revising or rejecting an earlier assumption about a topic
d. Sharing assumptions related to the topic of the text to be read
25. 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 meaning in the dictionary

b. Asking the students to write story impressions out of the posted pictures of scenes
taken from the story to be read.
c. Pronouncing five unfamiliar vocabulary words that will be encountered in the story
d. Asking the students to list down certain experiences they had, which may be related
to the main character in the story to be read

II. Developmental Reading 2

Directions: Choose the letter of the correct answer.

1. Which of the following results of an IRI graded reading passages is used to predict a
learner’s functional reading level?
a. Scores in a series of spelling tests
b. Number of words correctly pronounced per minute
c. Percentage of oral reading miscues and sight word recognition scores
d. Percentage of oral reading miscues and percentage of correct answers to
comprehension questions.

2. 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
c. Use of text structure
d. Tone and mood

3. 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 organizers
b. Answering comprehension questions using QAR
c. Phonemic awareness activities
d. Spelling drills and games

4. Among native speakers of English, students from Grade 7 and up are supposed to be
ready for abstract reading. What does this imply?
a. Learners on this stage are able to grasp informational texts.
b. Learners on this level can construct multiple hypotheses.
c. Readers on this stage can manipulate objects and ideas mentally.
d. Readers on this level judge affectively and personally than using standard.

5. 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. Context
d. Purpose
6. 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 reading
b. The development of genuine love for reading
c. The integration of whole language, literature and explicit instruction
d. The heavy emphasis on grammar and oral language development

7. 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
c. Word knowledge is learned best in isolation.
d. Word familiarity is gained in the classroom.

8. 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 of the material.
b. Prepare reading road maps to guide reader-text interactions.
c. Instruct them to write reflection journals on their notebook.
d. Check understanding by asking post-reading questions.

9. 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 discovery.
b. Science class does not require actual reading time in class.
c. Time can be spent in more meaningful hands-on activities.
d. Experience with print enriches vocabulary and understanding of Science concepts

10. 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
c. Unlock difficult words by using the dictionary
d. Present advance organizer of the topic

11. Mrs. Yelena handles Grade 4 classes in Makabayan. Before conducting any
discussion, she makes sure that her pupils have read the text by allotting 7-10 minutes
of silent reading in the classroom. Which of the following should NOT be done by Ms.
Yelena during the silent reading activity?

a. Insert questions in selected parts of the text as guide.

b. Make students fill in the blanks of the structured overview.
c. Let students fill in the L column of the KWL chart.
d. Leave students to do what they want in reading silently by themselves.

12. As a post-reading activity in any content-area reading class, which of the following
should be avoided by the teacher?
a. Have students talk about what they read.
b. Ask questions to score comprehension.
c. Have students prepare make up test on their reading.
d. Go back to the Anticipation Guide for some correction.

13. 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. Allow students to ask questions.
d. Practice oral reading for fluency.

14. 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. Structural analysis
d. Context clues

15. 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
c. Close reading
d. Careful slow reading
16. 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
c. Happiness
d. Undesirable

17. Bejinda is having a difficulty comprehending the novel, “Florante at Laura”, because
the author’s narration seems to be different than the actual order of events that have
happened in the story. Which strategy should the teacher model Belinda so she would
be able to understand the text?
a. Making a Venn diagram
b. Construction a timeline
c. Rereading the text
d. Listing the events

18. Which of the following activities BEST develops creative reading?

a. Sounding out words while reading
b. Giving an alternative ending for a story read
c. Looking at the author’s biography
d. Rejecting the premises of the author

19. Which of the following activities should be the last option for the metacognitive
reader if he does not make sense of the expository text he is reading?
a. Sounding out each word while reading the text
b. Questioning a detail that seems confusing
c. Rereading a part that suggest multiple meanings
d. Constructing a graphic organizer for the text

20. 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. Would it be unfair to close a fairy tale with a sad ending after the princess meets the
prince? Why?
d. If I were to write another beginning of this selection, how would I start this story?

21. 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
c. Listing down the events that happened in the story
d. Answering comprehension questions about the story

22. Which of the following activities is NOT appropriate in helping readers develop
organizational comprehension of expository texts?
a. Outlining
b. Creating and using graphic organizers
c. Unlocking vocabulary words through context
d. Identifying the topic, main idea, and supporting details

23. 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
c. The reader has inadequate proficiency in listening and speaking.
d. There is a mismatch between the reader and writer’s field of experiences.

24. Ms. Jazmin prepared controversial statements, which are taken from the social
studies text that she is about to teach to her students. After this, when she met her
class, she made them agree or disagree to the statements and made them explain their
reasons before they finally read the text. What does the teacher clearly demonstrate in
this situation?
a. Reading through elaboration strategies
b. Reading through organizational strategies
c. Reading through preparational strategies
d. Reading through metacognitive strategies

25. Mr. Manantan’s assessment of his students clearly reveals that they lack proficiency
in identifying the structure of different types of expository texts and they have a difficulty
plotting the details of these texts when asked to covert the ideas into graphical
representations. What should Mr. Manantan teach and model?
a. The use of elaboration strategies
b. The use of organizational strategies
c. The use of preparational strategies
d. The use of metacognitive strategies

Answer Key
Part 1:

1D 2B 3C 4A 5A 6B 7C 8C 9B 10C 11B 12A 13A 14A 15D 16B

17C 18C 19D 20D 21A 22D 23D 24C 25B

Part 2:

1D 2A 3C 4B 5C 6B 7A 8B 9D 10D 11D 12B 13C 14C 15B 16D 17B 18B 19A 20C 21B
22C 23D 24C 25B