PROFED

T E A C H E R B E R LY
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.
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
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.
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
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 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.sequence or procedural
5. Teacher B 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.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.
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
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
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
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
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
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
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
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
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.
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
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
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
 Psalm 145:18

The LORD is near to all

them that call on him, to all
that call on him in truth.
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