St.

Louis Review Center,

Inc.
3RD Flr. La Suerte Bldg., Rizal Ave., San Pablo City

Tel. no. (049) 562-2239/0929-688-4348

CURRICULUM DEVELOPMENT
AND DEVOPMENTAL READING
POST-TEST APRIL 2010

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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.
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
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.
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
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 texts information?
a. cause and effect
b. comparison and contrast
c. enumeration-description
d. sequence or procedural
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. Its in the inside bowl.
a.
b.
c.
d.

graphophonic cues
syntactic cues
semantic cues
pragmatic cues
8.
A reader read the word plan with a
pronunciation like plane in the sentence, Its my
plan to sail across the ocean. The deviation of the
reader in reading the text can be explained by the
readers use of
a. syntactic cues
b. semantic cues
c. graphophonic cues
d. pragmatic cues
9.
An office secretary encoded her bosss
memorandum for the companys 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 its 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.
b.
c.
d.

graphophonic cues
syntactic cues
semantic cues
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.

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

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d. Too much fixation results to poor comprehension.

It refers to the learned ability to see words in
groups rather than as individual words.
a. subvocalization
b. regression
c. fixation
d. clustering
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
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.
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.
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
b. Basal Approach
c. Embedded Phonics
d. Language Experience Approach
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.
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
You were given a long passage to read in a short
period of time. Along with the passage, you were

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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
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
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
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
You want to know the range of your students
vocabulary, graphophonic knowledge, syntactic
knowledge, semantic knowledge, and pragmatic
knowledge by filling in gaps within an information.
Which of the following should you use to achieve your
goal?
a. think-aloud
b. miscue analysis
c. standardized tests
d. cloze procedure
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
Ms. Natividad, a classroom teacher, wants to tryout to her class another strategy she has learned
from a seminar-workshop she has attended. Which
level of curriculum is shown in this situation?
a. societal
b. experiential
c. instructional
d. institutional
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.

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

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c. broad-fields curriculum design.

d. single-subject curriculum design.
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.
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 learners with the knowledge needed for
social relevance.
b. perpetuate cumulative tradition of organized
knowledge.
c. provide avenues for the students to do selfexpression.
d. allow learners self-actualization.
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.
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
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
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.
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
Johnnys practice?
a. articulation
b. integration
c. continuity
d. balance
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
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.
b. broad fields curriculum design.
c. fused curriculum design.
d. core curriculum design.
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Teacher C has found out that there was a
mismatch between the content she was teaching in
the class and the competencies tested in the
standards-based assessment (SBA) given after a
year of instruction. This situation calls for curriculum
a. planning.
b. designing.
c. alignment.
d. implementation.
39.
The following are characteristics of the
experience-centered curriculum EXCEPT for
a. The classroom activities are cooperatively
controlled by the learner and the teacher.
b. The emphasis is on the holistic development of
the individual learner.
c. Education aims to develop a socially creative
individual.
d. Facts and knowledge are to be mastered for
future use.
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
b. teachers
c. publishers
d. legislators

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

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CURICULUM
c
21
d
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c
23
c
24
d
25
c
26
b
27
c
28
d
29
c
30
a
31
c
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a
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d
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a
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a
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b
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d
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d
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c
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DEVELOMENT
b
retelling
d
a
d
c
c
c
c
a
c
a
c
c
b
d
c
c
d
d

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