CURRICULUM DEVELOPMENT AND DEVOPMENTAL READING

   In the bottom-up perspective, a reader could read a text when he/she

• 1. uses his prior knowledge to make sense of the text.

• 1. selects only the meaningful segments in the text.

• 1. can translate the visual symbols to their aural equivalent.

• 1. 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?

• inferencing

• outlining

• predicting outcomes

• structural analysis

Before a reader could read the WORD, he must learn to read the WORLD first.  This statement implies that

• 1. students or readers must know the names of the letter first before they will know what the word means.

• 1. readers must know the sounds of the letters first before they will know what the word means.

• 1. words are only representations of the concepts that the child or reader knows before encountering the print.

• 1. 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?

• 1. print skill

• 1. content schemata

• 1. formal schemata

• 1. 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 text’s information?

• 1. cause and effect

• 1. comparison and contrast

• 1. enumeration-description

• 1. 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?

• 1. There was a lack of constant drill and practice given by the teacher.

• 1. The text used and the instruction given in the previous lesson is within the students’ independent level.

• 1. There was a lack of activities that integrate the students’ background experiences to the text presented.

• 1. The text used and the instruction given in the previous lesson is within the students’ instructional level.

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.

 

 

• 1. graphophonic cues

• 1. syntactic cues

• 1. semantic cues

• 1. pragmatic cues

     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

• 1. syntactic cues

• 1. semantic cues

• 1. graphophonic cues

• 1. pragmatic cues

  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?

• 1. graphophonic

• 1. syntactic

• 1. semantic

• 1. pragmatic

 

   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.

 

 

• 1. graphophonic cues

• 1. syntactic cues

• 1. semantic cues

• 1. pragmatic cues