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