Curriculum Development and Developmental Reading

CURRICULUM DEVELOPMENT
AND DEVOPMENTAL READING

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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.
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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. 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
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
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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
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
16. 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.
17. 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.
18. 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
19. 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.
20. 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
21. You were given a long passage to read in a short period of time. Along with the
passage, you were 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
22. 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
23. 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
24. 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
d. cloze procedure
25. You want to know the range of your students vocabulary, graphophonic
knowledge, syntactic knowledge, semantic knowledge, and pragmatic knowledge by
filling in gaps within information. Which of the following should you use to achieve
your goal?
a. think-aloud
b. miscue analysis
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d. cloze procedure
26. 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
27. Ms. Natividad, a classroom teacher, wants to try-out 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
28. 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.
c. broad-fields curriculum design.
d. single-subject curriculum design.
29. 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.
30. 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 self-expression.
d. allow learners self-actualization.
31. 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.
32. 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
33. 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
34. 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.
35. 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
36. 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
37. 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.
38. 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
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KEY TO CORRECTION
c
21 b
d
22 retelling
c
23 d
c
24 a
d
25 d
c
26 c
b
27 c
c
28 c
d
29 c
c
30 a
a
31 c
c
32 a
a
33 c
d
34 c
a
35 b
a
36 d
b
37 c
d
38 c
d
39 d
c
40 d

Curriculum Development and Developmental Reading

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CURRICULUM DEVELOPMENT

AND DEVOPMENTAL READING

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

a. Fixation allows readers to think of the meaning of a word encountered.

recommended to her principal that Bryan should be learning in a regular classroom.

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