St. Louis Review Center, Inc. 7.

A reader was asked to fill in words to the sentences

that are found inside the box below. Which of the
following cueing systems did the reader fail to consider?
CURRICULUM DEVELOPMENT
AND DEVOPMENTAL READING The candy is in the sweet. It’s in the inside bowl.
POST-TEST APRIL 2010
a. graphophonic cues
b. syntactic cues
1. In the bottom-up perspective, a reader could read a c. semantic cues
text when he/she d. pragmatic cues
a. uses his prior knowledge to make sense of the text. 8. A reader read the word “plan” with a pronunciation
b. selects only the meaningful segments in the text. like “plane” in the sentence, “It’s my plan to sail across the
c. can translate the visual symbols to their aural ocean.” The deviation of the reader in reading the text can
equivalent. be explained by the reader’s use of
d. relates the text to other texts previously read. a. syntactic cues
2. Which of the following reading skills or strategies is b. semantic cues
the closest to outside-in processing or reading? c. graphophonic cues
a. inferencing d. pragmatic cues
b. outlining 9. An office secretary encoded her boss’s memorandum
c. predicting outcomes for the company’s employees. The boss returned the
d. structural analysis memo to the secretary along with the note, “Please justify
3. Before a reader could read the WORD, he must learn this!” The secretary felt bad and wanted to resign
to read the WORLD first. This statement implies that immediately because she thinks that it’s not her job to
a. students or readers must know the names of the letter explain the contents of the memo. What cueing system did
first before they will know what the word means. the secretary fail to consider?
b. readers must know the sounds of the letters first before a. graphophonic
they will know what the word means. b. syntactic
c. words are only representations of the concepts that the c. semantic
child or reader knows before encountering the print. d. pragmatic
d. the text supplies the readers with the necessary 10. A reader was asked to read the sentence found inside
knowledge they need to make sense of the print. the box below. Instead of reading the word “moved”, he
4. Teacher A explicitly teaches his/her students the substituted it with the word “ran”. Which of the cueing
rhetorical patterns of an informational text taken from a systems could have interfered his reading so that he
science textbook. Which of the following does the teacher manifests such a deviation from the text?
want to develop in the reader?
a. print skill The car moved fast.
b. content schemata
c. formal schemata a. graphophonic cues
d. vocabulary knowledge b. syntactic cues
5. Teacher B uses the timeline as a graphic organizer to c. semantic cues
teach the readers to understand a given expository text. d. pragmatic cues
Which of the following organizational structures might be 11. Which of the following refers to the movement of the
the one used in the exposition of the text’s information? eyes across a line of text?
a. cause and effect a. saccades
b. comparison and contrast b. fixation
c. enumeration-description c. clustering
d. sequence or procedural d. regression
6. Teacher C has presented a reading lesson to her 12. A reader was asked to read a short story. When the
students. The lesson went on for a span of a week. After a reader started reading the text, he encountered several
day or two, when the teacher introduced a new lesson that words that are unfamiliar. He tried to pause for a moment
requires them the knowledge of the previous lesson, the and tried to convert the word from visual to aural. Which
students no longer remember it. What could be the cause of the following physiological correlates of effective
of this problem? reading does the reader evidently practice in this situation?
a. There was a lack of constant drill and practice given a. saccadic movements
by the teacher. b. return sweeps
b. The text used and the instruction given in the previous c. fixations
lesson is within the students’ independent level. d. clustering
c. There was a lack of activities that integrate the 13. The following are the reasons why fixation is not
students’ background experiences to the text encouraged at times EXCEPT for
presented. a. Fixation allows readers to think of the meaning of a
d. The text used and the instruction given in the previous word encountered.
lesson is within the students’ instructional level. b. Fixation slows down fluency.
St. Louis Review Center, Inc-San Pablo City Tel. no (049) 562-2239/0929-688-4348 1
 c. Readers are given the chance to do subvocalization vocabulary strategy did the teacher use to help the students
when they fixate. arrive at the meaning of the unfamiliar word?
d. Too much fixation results to poor comprehension. a. semantic feature analysis
14. It refers to the learned ability to see words in groups b. semantic mapping
rather than as individual words. c. structural analysis
a. subvocalization d. context clues
b. regression 21. You were given a long passage to read in a short
c. fixation period of time. Along with the passage, you were also
d. clustering asked to answer questions regarding the text you have read.
15. You asked a group of students to read a passage Which of the following reading strategies should you use
silently. After a minute of observation, you noticed that to successfully meet your aim?
they are moving their lips as they do saccadic movements a. skimming
along the page. Which of the following terms refers to the b. scanning
practice that you have observed from your students? c. close reading
a. subvocalization d. summarizing
b. regression 22. You want your students to give you a detailed account
c. fixation of what they have understood from the story you have all
d. clustering read in the classroom. Which of the following assessment
16. You asked your students to silently read the passage measures, tools, or procedures should you use to meet your
you have prepared for them. The passage is all about goal?
arthropods. As a student go over his passage, you noticed a. think-aloud
that he sweeps his hands along the page. After a while, his b. cloze procedure
eyebrows met, as if he doubts what the passage is all about. c. miscue analysis
You noticed that he made return sweeps to the text in a d. standardized tests
backward manner, as if trying to search for a previously 23. A teacher wants to know the current functional
read word. This situation implies that the reader is doing reading level of a student in her reading class in terms of
a. regression. word recognition. Which of the following assessment
b. saccades. measures, tools, or procedures should the teacher use to
c. fixation. meet her aim?
d. subvocalization. a. think-aloud
17. Regression is BEST when the reader uses it as a b. miscue analysis
means to c. standardized tests
a. search for keywords in a text. d. informal reading inventory
b. monitor comprehension when the text seems not to 24. You want to know the quality of responses the
make sense. students make as they process a text while they are in the
c. read a passage all over again. act of audibly reading it. You recorded their reading and
d. highlight important lines in the text for retrieval found out that they stop at times and give personal
purposes. reactions to the text. Some of the students’ reactions are
18. Teacher D entered the classroom and posted images even stated in their mother tongue. Which of the following
that she has taken from the story she is about to tell the assessment tools or procedures refers to this practice?
students. Before she started telling the story to the class, a. think-aloud
she grouped the students and asked them to make a story b. miscue analysis
out of the pictures posted on the board. Which of the c. standardized tests
following approaches reflects the practice of the teacher? d. cloze procedure
a. Explicit Phonics 25. You want to know the range of your students’
b. Basal Approach vocabulary, graphophonic knowledge, syntactic
c. Embedded Phonics knowledge, semantic knowledge, and pragmatic
d. Language Experience Approach knowledge by filling in gaps within an information. Which
19. Teacher E entered the classroom and showed a list of of the following should you use to achieve your goal?
word families like cat, mat, fat, rat, pat, and bat. This a. think-aloud
practice clearly shows that the teacher employs b. miscue analysis
a. Whole-language approach. c. standardized tests
b. Language experience approach. d. cloze procedure
c. Literature-based approach. 26. Teacher A has found out that the results of the
d. Phonics approach. curriculum that was implemented call for an alteration in
20. A student asked the teacher to tell him the meaning of the set of objectives and competencies. Which of the
the word “disestablishmentarianism”, which is found in the following curriculum development stages does teacher A
text that the student read. Instead of explicitly stating the want to happen?
meaning of the word, the teacher asked the student to a. curriculum planning
segment the word and look for its base word, prefix, and b. curriculum evaluation
suffixes so that they may construct the meaning of the c. curriculum change
word through these word parts. Which of the following d. curriculum improvement
St. Louis Review Center, Inc-San Pablo City Tel. no (049) 562-2239/0929-688-4348 2
27. Ms. Natividad, a classroom teacher, wants to try-out to c. evaluation.
her class another strategy she has learned from a seminar- d. alignment.
workshop she has attended. Which level of curriculum is 35. Johnny, a junior high school student, connected his
shown in this situation? lesson on fractions with his Social Studies lesson on land
a. societal ownership during the time of Feudalism. Which
b. experiential curriculum design element is reflected in Johnny’s
c. instructional practice?
d. institutional a. articulation
28. Mr. Reyes, the principal of Bagumbato National High b. integration
School, opted to use the curriculum that employs the c. continuity
integration of Music, Arts, P.E., and Social Studies on a d. balance
longer time block. This situation clearly shows that the 36. Teacher B wants to give his student the freedom to
principal prefers to use choose what to learn and believe, and allow the student to
a. core curriculum design. set his own identity and standards. Teacher B clearly
b. correlated subjects design. shows that he believes in
c. broad-fields curriculum design. a. Realism.
d. single-subject curriculum design. b. Idealism.
29. The sub-processes of curriculum planning, c. Perennialism.
organization and designing, implementation and evaluation d. Existentialism
sum up the process of 37. A curriculum developer wants to combine geography,
a. curriculum and instruction. civics and culture, and history to complete the subject area
b. curriculum management. of Social Studies. The curriculum developer clearly
c. curriculum development. manifests favor for the
d. curriculum assessment. a. correlated subjects curriculum design.
30. When the aim of the curriculum is to provide the b. broad fields curriculum design.
learners with the needed skills in this ever-changing world, c. fused curriculum design.
the curriculum reflects the belief that it should d. core curriculum design.
a. provide learner’s with the knowledge needed for social 38. Teacher C has found out that there was a mismatch
relevance. between the content she was teaching in the class and the
b. perpetuate cumulative tradition of organized competencies tested in the standards-based assessment
knowledge. (SBA) given after a year of instruction. This situation calls
c. provide avenues for the students to do self-expression. for curriculum
d. allow learner’s self-actualization. a. planning.
31. The following statements are characteristics of the b. designing.
subject-centered curriculum EXCEPT for c. alignment.
a. The main task is mastery learning. d. implementation.
b. The teacher has full control of the lesson. 39. The following are characteristics of the experience-
c. There is a high level of cooperative interaction. centered curriculum EXCEPT for
d. It covers much of the content in a short span of time. a. The classroom activities are cooperatively controlled
32. The phase of curriculum development which involves by the learner and the teacher.
a survey of the current needs of the learners and the b. The emphasis is on the holistic development of the
demands of society is curriculum individual learner.
a. planning. c. Education aims to develop a socially creative
b. evaluation. individual.
c. organization. d. Facts and knowledge are to be mastered for future use.
d. implementation 40. The students’ first languages are to be the medium of
33. Ms. Oliveros, a language teacher, has noticed that instruction during the first three years of formal schooling
Bryan, a diagnosed dyslexic child, has already improved in both in the public and private schools. Which of the
his reading, writing, gross, and fine motor abilities. She following stakeholders in curriculum development asks for
recommended to her principal that Bryan should be this requirement?
learning in a regular classroom. Which of the following a. parents
does the teacher want to happen? b. teachers
a. promotion c. publishers
b. intervention d. legislators
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.
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
15 a   35 B
16 a   36 D
17 b   37 C
18 d   38 C
19 d   39 D
20 c   40 D

St. Louis Review Center, Inc-San Pablo City Tel. no (049) 562-2239/0929-688-4348 4