CURRICULUM DEVELOPMENT organizational structures might be the one used
AND DEVOPMENTAL READING in the exposition of the text’s information?
1. In the bottom-up perspective, a reader could
read a text when he/she
a. uses his prior knowledge to make sense of
the text.
b. selects only the meaningful segments in the
text.
c. can translate the visual symbols to their
aural equivalent.
d. relates the text to other texts previously
read.
2. Which of the following reading skills or
strategies is the closest to outside-in processing
or reading?
a. inferencing
b. outlining
c. predicting outcomes
d. structural analysis
3. Before a reader could read the WORD, he must
learn to read the WORLD first. This statement
implies that
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.
4. Teacher A explicitly teaches his/her 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
5. Teacher B uses the timeline as a graphic
organizer to teach the readers to understand a
given expository text. Which of the following
a. cause and effect
b. comparison and contrast
c. enumeration-description
d. sequence or procedural
6. Teacher C has presented a reading lesson to her
students. The lesson went on for a span of a
week. After a day or two, when the teacher
introduced a new lesson that requires them the
knowledge of the previous lesson, the students
no longer remember it. What could be the
cause of this problem?
a. There was a lack of constant drill and
practice given by the teacher.
b. The text used and the instruction given in
the previous lesson is within the students’
independent level.
c. There was a lack of activities that integrate
the students’ background experiences to the
text presented.
d. The text used and the instruction given in
the previous lesson is within the students’
instructional level.
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?
The candy is in the sweet. It’s in the inside bowl.
a. graphophonic cues
b. syntactic cues
c. semantic cues
d. pragmatic cues
8. A reader read the word “plan” with a
pronunciation like “plane” in the sentence, “It’s
my plan to sail across the ocean.” The deviation
of the reader in reading the text can be
explained by the reader’s use of
a. syntactic cues
b. semantic cues
c. graphophonic cues
d. pragmatic cues
9. An office secretary encoded her boss’s
memorandum for the company’s employees.
The boss returned the memo to the secretary
along with the note, “Please justify this!” The
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 secretary felt bad and wanted to resign
immediately because she thinks that it’s not her
job to explain the contents of the memo. What
cueing system did the secretary fail to consider?
a. graphophonic
b. syntactic
c. semantic
d. pragmatic
10. A reader was asked to read the sentence found
inside the box below. Instead of reading the
word “moved”, he substituted it with the word
“ran”. Which of the cueing systems could have
interfered his reading so that he manifests such
a deviation from the text?
The car moved fast.
a. graphophonic cues
b. syntactic cues
c. semantic cues
d. pragmatic cues
11. Which of the following refers to the movement
of the eyes across a line of text?
a. saccades
b. fixation
c. clustering
d. regression
12. A reader was asked to read a short story. When
the reader started reading the text, he
encountered several words that are unfamiliar.
He tried to pause for a moment and tried to
convert the word from visual to aural. Which of
the following physiological correlates of
effective reading does the reader evidently
practice in this situation?
a. saccadic movements
b. return sweeps
c. fixations
d. clustering
13. The following are the reasons why fixation is not
encouraged at times EXCEPT for
a. Fixation allows readers to think of the
meaning of a word encountered.
b. Fixation slows down fluency.
c. Readers are given the chance to do
subvocalization when they fixate.
d. Too much fixation results to poor
comprehension.
14. It refers to the learned ability to see words in
groups rather than as individual words.
a. subvocalization
b. regression
c. fixation
d. clustering
15. You asked a group of students to read a passage
silently. After a minute of observation, you
noticed that they are moving their lips as they
do saccadic movements along the page. Which
of the following terms refers to the practice that
you have observed from your students?
a. subvocalization
b. regression
c. fixation
d. clustering
16. You asked your students to silently read the
passage you have prepared for them. The
passage is all about arthropods. As a student go
over his passage, you noticed that he sweeps his
hands along the page. After a while, his
eyebrows met, as if he doubts what the passage
is all about. You noticed that he made return
sweeps to the text in a backward manner, as if
trying to search for a previously read word. This
situation implies that the reader is doing
a. regression.
b. saccades.
c. fixation.
d. subvocalization.
17. Regression is BEST when the reader uses it as a
means to
a. search for keywords in a text.
b. monitor comprehension when the text
seems not to make sense.
c. read a passage all over again.
d. highlight important lines in the text for
retrieval purposes.
18. Teacher D 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
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 b. Basal Approach
c. Embedded Phonics
d. Language Experience Approach
19. Teacher E entered the classroom and showed a
list of word families like cat, mat, fat, rat, pat,
and bat. This practice clearly shows that the
teacher employs
a. Whole-language approach.
b. Language experience approach.
c. Literature-based approach.
d. Phonics approach.
20. A student asked the teacher to tell him the
meaning of the word
“disestablishmentarianism”, 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
the unfamiliar word?
a. semantic feature analysis
b. semantic mapping
c. structural analysis
d. context clues
21. You were given a long passage to read in a short
period of time. Along with the passage, you
were also asked to answer questions regarding
the text you have read. Which of the following
reading strategies should you use to successfully
meet your aim?
a. skimming
b. scanning
c. close reading
d. summarizing
22. You want your students to give you a detailed
account of what they have understood from the
story you have all read in the classroom. Which
of the following assessment measures, tools, or
procedures should you use to meet your goal?
a. think-aloud
b. cloze procedure
c. miscue analysis
d. standardized tests
23. A teacher wants to know the current functional
reading level of a student in her reading class in
terms of word recognition. Which of the
following assessment measures, tools, or
procedures should the teacher use to meet her
aim?
a. think-aloud
b. miscue analysis
c. standardized tests
d. informal reading inventory
24. You want to know the quality of responses the
students make as they process a text while they
are in the act of audibly reading it. You recorded
their reading and found out that they stop at
times and give personal reactions to the text.
Some of the students’ reactions are even stated
in their mother tongue. Which of the following
assessment tools or procedures refers to this
practice?
a. think-aloud
b. miscue analysis
c. standardized tests
d. cloze procedure
25. You want to know the range of your students’
vocabulary, graphophonic knowledge, syntactic
knowledge, semantic knowledge, and pragmatic
knowledge by filling in gaps within information.
Which of the following should you use to
achieve your goal?
a. think-aloud
b. miscue analysis
c. standardized tests
d. cloze procedure
26. Teacher A has found out that the results of the
curriculum that was implemented call for an
alteration in the set of objectives and
competencies. Which of the following
curriculum development stages does teacher A
want to happen?
a. curriculum planning
b. curriculum evaluation
c. curriculum change
d. curriculum improvement
27. Ms. Natividad, a classroom teacher, wants to
try-out to her class another strategy she has
learned from a seminar-workshop she has
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 attended. Which level of curriculum is shown in
this situation?
a. societal
b. experiential
c. instructional
d. institutional
28. Mr. Reyes, the principal of Bagumbato National
High School, opted to use the curriculum that
employs the integration of Music, Arts, P.E., and
Social Studies on a longer time block. This
situation clearly shows that the principal prefers
to use
a. core curriculum design.
b. correlated subjects design.
c. broad-fields curriculum design.
d. single-subject curriculum design.
29. The sub-processes of curriculum planning,
organization and designing, implementation and
evaluation sum up the process of
a. curriculum and instruction.
b. curriculum management.
c. curriculum development.
d. curriculum assessment.
30. When the aim of the curriculum is to provide the
learners with the needed skills in this ever-
changing world, the curriculum reflects the
belief that it should
a. provide learner’s with the knowledge
needed for social relevance.
b. perpetuate cumulative tradition of organized
knowledge.
c. provide avenues for the students to do self-
expression.
d. allow learner’s self-actualization.
31. The following statements are characteristics of
the subject-centered curriculum EXCEPT for
a. The main task is mastery learning.
b. The teacher has full control of the lesson.
c. There is a high level of cooperative
interaction.
d. It covers much of the content in a short span
of time.
32. The phase of curriculum development which
involves a survey of the current needs of the
learners and the demands of society is
curriculum
a. planning.
b. evaluation.
c. organization.
d. implementation
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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 b. broad fields curriculum design.
c. fused curriculum design. KEY TO CORRECTION
d. core curriculum design. 1 c   21 b
38. Teacher C has found out that there was a 2 d   22 retelling
mismatch between the content she was 3 c   23 d
teaching in the class and the competencies 4 c   24 a
tested in the standards-based assessment (SBA) 5 d   25 d
given after a year of instruction. This situation 6 c   26 c
calls for curriculum 7 b   27 c
a. planning. 8 c   28 c
b. designing. 9 d   29 c
c. alignment. 10 c   30 a
d. implementation. 11 a   31 c
39. The following are characteristics of the
12 c   32 a
experience-centered curriculum EXCEPT for
13 a   33 c
a. The classroom activities are cooperatively
14 d   34 c
controlled by the learner and the teacher.
15 a   35 b
b. The emphasis is on the holistic development
16 a   36 d
of the individual learner.
c. Education aims to develop a socially creative 17 b   37 c
individual. 18 d   38 c
d. Facts and knowledge are to be mastered for 19 d   39 d
future use. 20 c   40 d
40. The students’ first languages are to be the
medium of instruction during the first three
years of formal schooling both in the public and
private schools. Which of the following
stakeholders in curriculum development asks for
this requirement?
a. parents Credit goes to:
b. teachers
c. publishers St. Louis Review Center, Inc.
d. legislators