1. All of the following statements are true descriptions of bottom-up theory or model of reading EXCEPT:
A.
The reader rather than the text is at the heart of the reading process.
B. The meaning exists in the printed page
and is interpreted by the reader.
C. The meaning of the text is expected to
came naturally as the code is broken based on the reader's prior knowledge of
words.
D. The learner matches letters with sounds
in a defined sequence.
2. What model or theory of reading is
closely related to top-down processing?
A. Bottom-up reading theory
B. Interactive reading theory
C.
Schema theory
D. Transactional reading theory
3. Schema activation is important to make
sense of new information in light of what students already know, and to make
the necessary connection between the two. The following are good activities for
schema activation EXCEPT
A. Constructing graphic organizer
B. Previewing a passage
C. Brainstorming ideas
D.
Evaluating or assessing ideas
4. The following are concerns of teaching
reading EXCEPT
A. Vocabulary development
B. Comprehension development
C.
Output development
D. Application
5. The following are principles for
designing effective and interesting reading lessons EXCEPT
A.
For reading lessons to be interesting and motivating they must focus on simple
themes.
B. Instructional activities have a
teaching rather than a testing focus.
C. Lessons should be divided into
pre-reading, during reading, and post- reading.
D. The major activity of the reading
lesson is students reading texts.
6. Content-Based Instruction (CBI) is based on the common underlying
principle that successful language learning occurs when students are presented
with target language material in a meaningful, contextualized form, with the primary
focus on
A. Understanding the lessons
B.
Acquiring information and knowledge
C. Making connections between what they
learn at school and what they learn outside the school
D. Making meaning from what they learn
7. It is a vocabulary strategy which
involves the process of breaking up of a word into its meaningful components:
the root words, affixes, and suffixes.
A. Contextual clues
B.
Structural analysis
C. Summarizing
D. Groupings
8. Which of the following questions is
best for activating students' prior knowledge to feel that they somehow
connected to the topic "snakes" being studied?
A.
What do you know about snakes? What snakes are common in your area?
B. What according to the selection are the
types of snakes?
C. What did the writer suggest to the person
who was bitten by snakes to do?
D. What is the importance of animals such
as snakes in ecosystem?
9. If the students think about the
knowledge of their own thoughts and the
factors that influence their thinking,
they are engaged in the process of
A. Artistic thinking
B.
Metacognition
C. Higher-order thinking
D. Critical thinking
10. Mrs. Torres wants to find out her
students' schema about storm surge. On the board she writes the words
"storm surge" and encircles them. She, then, asks her students what
they know about storm surge, and helps them cluster the information. What
technique does Mrs. Torres use?
A. Demonstration
B. Vocabulary building
C.
Semantic mapping
D. Deductive reasoning
11. Each person's vocabulary is a
continuum. On the one end of the continuum are words the person knows very well
and for which he has a full rich understanding of their various meanings. On
the other end of the continuum are ____________.
A. Words he enjoys using regularly
B. New words that he has learned both the
spelling and meaning
C. Words he doesn't recognize
D.
Words he can recognize and figure out the meaning of based on context
12. A third-grade teacher wishes to do an
appropriate pre-reading activity that will encourage the students to want to read
the story. Which of the following pre-reading activities would be most likely
to accomplish that?
A. Telling the students about the author
and the period in which the story was written.
B. Giving the students a list of literary
devices they will find employed in the story.
C.
Telling the children that there is a surprise ending and that they will be
required to draw a picture showing that ending.
D. Telling the children the main plot of
the story.
13. Which of the following is an example
of Vygotsky's Zone of Proximal Development (ZPD)?
A. A child knows the short vowel sounds,
so he is able to learn the long vowel sounds.
B.
A class "reads" the words under a picture as the teacher guides them while
she points and says the word.
C. Children read in groups based on their
abilities.
D. A teacher pairs students with other
students of unlike ability and has them do their worksheets together.
14. Which of the following is NOT an
example of a dichotomy?
A. A person's ideas about a subject
involve two polarizing aspects.
B. One group of teachers believes phonics
is the best method of teaching; another group believes whole language is the
better method.
C.
A word has two different meanings, with each representing a nuance.
D. Some children in a teacher's classroom
become good readers and others continue to be nonreaders.
15. Which of the following is the best
description of traditional phonics instruction?
A. Students study lists of high-frequency
words in order to increase reading speed and comprehension.
B.
Students are taught individual letter sounds and the rules of combining the
sounds together to make words
C. Students are immersed in written
language, and is encouraged to decode entire words using context clues.
D. Students analyze patterns of
organization and syntax as a way of learning to recognize common structures.
16. If a teacher uses only basal readers
for teaching her students to read, she most likely believes in
A. Primarily a whole language approach
B.
Primarily a phonics approach
C. A mixture of a whole language and
phonics
D. Individualized reading instruction
17. Which of the following activities will
best help a teacher collect data that will inform instruction to meet the
individual needs of students?
A. Concentric circles
B.
K-W-L chart
C. Book pass
D. Reciprocal teaching
18. All of the following activities are
best to conclude a reading lesson EXCEPT:
A.
Constructing graphic organizer
B. Valuing
C. Appreciating
D. Relating lessons to own life
Questions 19-20
A fourth-grade teacher has her students
get into a reading circle three times a day to read short stories, or sections
of stories, for 15 minutes each. While in the reading circle, the students take
turns reading two paragraphs each. When difficult words are encountered, the
more capable students help the other students with them. In one story, a
student has trouble with the word "glistened." When the story is
completed, the teacher asks the group to describe how the dew on the leaves
looked.
19. By asking the question at the end, the
teacher is helping her students to use the word-attack strategy of:
A. Phonic clues
B. Morphemic clues
C.
Context clues
D. Sight-word clues
20. What is a limitation of the
word-attack strategy the teacher is using?
A. This strategy is only useful when
reading narratives or stories, not
other literature forms.
B. The strategy can only be used when a
text is written below the student's reading level.
C.
The text may not contain the necessary information to supply the definition
being sought.
D. There are irregular pronunciations of
consonant blends.