memo to the secretary along with the note, “Please justify

CURRICULUM DEVELOPMENT this!” The secretary felt bad and wanted to resign
immediately because she thinks that it’s not her job to
AND DEVOPMENTAL READING explain the contents of the memo. What cueing system did
POST-TEST APRIL 2010 the secretary fail to consider?
a. graphophonic
b. syntactic
1. In the bottom-up perspective, a reader could read a c. semantic
text when he/she d. pragmatic
a. uses his prior knowledge to make sense of the text. 10. A reader was asked to read the sentence found inside
b. selects only the meaningful segments in the text. the box below. Instead of reading the word “moved”, he
c. can translate the visual symbols to their aural substituted it with the word “ran”. Which of the cueing
equivalent. systems could have interfered his reading so that he
d. relates the text to other texts previously read. manifests such a deviation from the text?
2. Which of the following reading skills or strategies is the
closest to outside-in processing or reading? The car moved fast.
a. inferencing
b. outlining a. graphophonic cues
c. predicting outcomes b. syntactic cues
d. structural analysis c. semantic cues
3. Before a reader could read the WORD, he must learn d. pragmatic cues
to read the WORLD first. This statement implies that 11. Which of the following refers to the movement of the
a. students or readers must know the names of the letter eyes across a line of text?
first before they will know what the word means. a. saccades
b. readers must know the sounds of the letters first before b. fixation
they will know what the word means. c. clustering
c. words are only representations of the concepts that the d. regression
child or reader knows before encountering the print. 12. A reader was asked to read a short story. When the
d. the text supplies the readers with the necessary reader started reading the text, he encountered several
knowledge they need to make sense of the print. words that are unfamiliar. He tried to pause for a moment
4. Teacher A explicitly teaches his/her students the and tried to convert the word from visual to aural. Which of
rhetorical patterns of an informational text taken from a the following physiological correlates of effective reading
science textbook. Which of the following does the teacher does the reader evidently practice in this situation?
want to develop in the reader? a. saccadic movements
a. print skill b. return sweeps
b. content schemata c. fixations
c. formal schemata d. clustering
d. vocabulary knowledge 13. The following are the reasons why fixation is not
5. Teacher B uses the timeline as a graphic organizer to encouraged at times EXCEPT for
teach the readers to understand a given expository text. a. Fixation allows readers to think of the meaning of a
Which of the following organizational structures might be word encountered.
the one used in the exposition of the text’s information? b. Fixation slows down fluency.
a. cause and effect c. Readers are given the chance to do subvocalization
b. comparison and contrast when they fixate.
c. enumeration-description d. Too much fixation results to poor comprehension.
d. sequence or procedural 14. It refers to the learned ability to see words in groups
6. Teacher C has presented a reading lesson to her rather than as individual words.
students. The lesson went on for a span of a week. After a a. subvocalization
day or two, when the teacher introduced a new lesson that b. regression
requires them the knowledge of the previous lesson, the c. fixation
students no longer remember it. What could be the cause d. clustering
of this problem? 15. You asked a group of students to read a passage
a. There was a lack of constant drill and practice given by silently. After a minute of observation, you noticed that they
the teacher. are moving their lips as they do saccadic movements along
b. The text used and the instruction given in the previous the page. Which of the following terms refers to the
lesson is within the students’ independent level. practice that you have observed from your students?
c. There was a lack of activities that integrate the a. subvocalization
students’ background experiences to the text b. regression
presented. c. fixation
d. The text used and the instruction given in the previous d. clustering
lesson is within the students’ instructional level. 16. You asked your students to silently read the passage
7. A reader was asked to fill in words to the sentences you have prepared for them. The passage is all about
that are found inside the box below. Which of the following arthropods. As a student go over his passage, you noticed
cueing systems did the reader fail to consider? that he sweeps his hands along the page. After a while, his
eyebrows met, as if he doubts what the passage is all
The candy is in the sweet. It’s in the inside bowl. about. You noticed that he made return sweeps to the text
in a backward manner, as if trying to search for a previously
a. graphophonic cues read word. This situation implies that the reader is doing
b. syntactic cues a. regression.
c. semantic cues b. saccades.
d. pragmatic cues c. fixation.
8. A reader read the word “plan” with a pronunciation like d. subvocalization.
“plane” in the sentence, “It’s my plan to sail across the 17. Regression is BEST when the reader uses it as a
ocean.” The deviation of the reader in reading the text can means to
be explained by the reader’s use of a. search for keywords in a text.
a. syntactic cues b. monitor comprehension when the text seems not to
b. semantic cues make sense.
c. graphophonic cues c. read a passage all over again.
d. pragmatic cues d. highlight important lines in the text for retrieval
9. An office secretary encoded her boss’s memorandum purposes.
for the company’s employees. The boss returned the

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18. Teacher D entered the classroom and posted images curriculum development stages does teacher A want to
that she has taken from the story she is about to tell the happen?
students. Before she started telling the story to the class, a. curriculum planning
she grouped the students and asked them to make a story b. curriculum evaluation
out of the pictures posted on the board. Which of the c. curriculum change
following approaches reflects the practice of the teacher? d. curriculum improvement
a. Explicit Phonics 27. Ms. Natividad, a classroom teacher, wants to try-out to
b. Basal Approach her class another strategy she has learned from a seminar-
c. Embedded Phonics workshop she has attended. Which level of curriculum is
d. Language Experience Approach shown in this situation?
19. Teacher E entered the classroom and showed a list of a. societal
word families like cat, mat, fat, rat, pat, and bat. This b. experiential
practice clearly shows that the teacher employs c. instructional
a. Whole-language approach. d. institutional
b. Language experience approach. 28. Mr. Reyes, the principal of Bagumbato National High
c. Literature-based approach. School, opted to use the curriculum that employs the
d. Phonics approach. integration of Music, Arts, P.E., and Social Studies on a
20. A student asked the teacher to tell him the meaning of longer time block. This situation clearly shows that the
the word “disestablishmentarianism”, which is found in the principal prefers to use
text that the student read. Instead of explicitly stating the a. core curriculum design.
meaning of the word, the teacher asked the student to b. correlated subjects design.
segment the word and look for its base word, prefix, and c. broad-fields curriculum design.
suffixes so that they may construct the meaning of the word d. single-subject curriculum design.
through these word parts. Which of the following 29. The sub-processes of curriculum planning,
vocabulary strategy did the teacher use to help the students organization and designing, implementation and evaluation
arrive at the meaning of the unfamiliar word? sum up the process of
a. semantic feature analysis a. curriculum and instruction.
b. semantic mapping b. curriculum management.
c. structural analysis c. curriculum development.
d. context clues d. curriculum assessment.
21. You were given a long passage to read in a short 30. When the aim of the curriculum is to provide the
period of time. Along with the passage, you were also learners with the needed skills in this ever-changing world,
asked to answer questions regarding the text you have the curriculum reflects the belief that it should
read. Which of the following reading strategies should you a. provide learner’s with the knowledge needed for social
use to successfully meet your aim? relevance.
a. skimming b. perpetuate cumulative tradition of organized
b. scanning knowledge.
c. close reading c. provide avenues for the students to do self-expression.
d. summarizing d. allow learner’s self-actualization.
22. You want your students to give you a detailed account 31. The following statements are characteristics of the
of what they have understood from the story you have all subject-centered curriculum EXCEPT for
read in the classroom. Which of the following assessment a. The main task is mastery learning.
measures, tools, or procedures should you use to meet b. The teacher has full control of the lesson.
your goal? c. There is a high level of cooperative interaction.
a. think-aloud d. It covers much of the content in a short span of time.
b. cloze procedure 32. The phase of curriculum development which involves a
c. miscue analysis survey of the current needs of the learners and the
d. standardized tests demands of society is curriculum
23. A teacher wants to know the current functional reading a. planning.
level of a student in her reading class in terms of word b. evaluation.
recognition. Which of the following assessment measures, c. organization.
tools, or procedures should the teacher use to meet her d. implementation
aim? 33. Ms. Oliveros, a language teacher, has noticed that
a. think-aloud Bryan, a diagnosed dyslexic child, has already improved in
b. miscue analysis his reading, writing, gross, and fine motor abilities. She
c. standardized tests recommended to her principal that Bryan should be
d. informal reading inventory learning in a regular classroom. Which of the following
24. You want to know the quality of responses the students does the teacher want to happen?
make as they process a text while they are in the act of a. promotion
audibly reading it. You recorded their reading and found b. intervention
out that they stop at times and give personal reactions to c. inclusion
the text. Some of the students’ reactions are even stated in d. exclusion
their mother tongue. Which of the following assessment 34. When developers try to obtain relevant information to
tools or procedures refers to this practice? be able to judge the worth of an educational program, its
a. think-aloud product, procedures, and objectives, the developers are in
b. miscue analysis the process of curriculum
c. standardized tests a. planning.
d. cloze procedure b. designing.
25. You want to know the range of your students’ c. evaluation.
vocabulary, graphophonic knowledge, syntactic knowledge, d. alignment.
semantic knowledge, and pragmatic knowledge by filling in 35. Johnny, a junior high school student, connected his
gaps within an information. Which of the following should lesson on fractions with his Social Studies lesson on land
you use to achieve your goal? ownership during the time of Feudalism. Which curriculum
a. think-aloud design element is reflected in Johnny’s practice?
b. miscue analysis a. articulation
c. standardized tests b. integration
d. cloze procedure c. continuity
26. Teacher A has found out that the results of the d. balance
curriculum that was implemented call for an alteration in the 36. Teacher B wants to give his student the freedom to
set of objectives and competencies. Which of the following choose what to learn and believe, and allow the student to

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 set his own identity and standards. Teacher B clearly the sentences into a meaningful message. These strategies can be grouped
shows that he believes in
into three distinct categories or “cueing systems” – semantic, syntactic, and
a. Realism.
b. Idealism. graphophonic.
c. Perennialism.
d. Existentialism Semantic Strategies
37. A curriculum developer wants to combine geography,
civics and culture, and history to complete the subject area Children read for meaning and identify unfamiliar words by
of Social Studies. The curriculum developer clearly • Using clues in the pictures and in the context of the story (picture cues and
manifests favor for the context clues).
a. correlated subjects curriculum design.
• Comparing what they are reading to what they already know (prior
b. broad fields curriculum design.
c. fused curriculum design. knowledge).
d. core curriculum design.
38. Teacher C has found out that there was a mismatch
Syntactic Strategies
between the content she was teaching in the class and the
competencies tested in the standards-based assessment Children study sentence structure and identify unfamiliar words by
(SBA) given after a year of instruction. This situation calls • Looking at verb tense and subject-verb agreement (grammar).
for curriculum • Attending to predictable language patterns in written text (grammar).
a. planning.
b. designing.
c. alignment. Graphophonic Strategies
d. implementation. Children associate spoken words with printed letters. They identify unfamiliar
39. The following are characteristics of the experience-
centered curriculum EXCEPT for words by
a. The classroom activities are cooperatively controlled • Sounding out individual letters and letter combinations (letter sounds).
by the learner and the teacher. • Looking at letter sequence and “chunks” of the word (letter patterns).
b. The emphasis is on the holistic development of the
individual learner.
c. Education aims to develop a socially creative pragmatic cueing system
individual. prag-ma-tic cue-ing sys-tem
d. Facts and knowledge are to be mastered for future
use. The pragmatic cueing system is one of the main four language cueing systems.
40. The students’ first languages are to be the medium of This technique is based upon the practical purpose motivating the writer
instruction during the first three years of formal schooling and/or the reader. Furthermore, pragmatic cues hinge the meaning of what
both in the public and private schools. Which of the was said based upon the social standings of the writer and the audience and
following stakeholders in curriculum development asks for upon the social setting in which the message was communicated.
this requirement?
a. parents Readers with highly varied and developed social skills excel in detecting
b. teachers pragmatic cues. (See reader's background knowledge.) Those who are socially
c. publishers rounded understand that language is modified to immediate conditions and
d. legislators audiences. (For example, a parent's corrections to a toddler sounds very
different than a military drill sergeant's corrections to a private.)
CURICULUM DEVELOMENT
The pragmatic cueing system leans upon detecting and appreciating
1 c   21 b
motives, tones, and situational nuances; therefore, pragmatic cues are subtle
2 d   22 retelling to young readers, who are limited in complex and varied real-world
experiences.
3 c   23 d
CLUSTERING IS SIMILAR to another process called Brainstorming.
4 c   24 a
Clustering is something that you can do on your own or with friends or
5 d   25 d
classmates to try to find inspiration in the connection between ideas. The
6 c   26 c
process is similar to freewriting in that as you jot down ideas on a piece of
7 b   27 c
paper or on the blackboard, you mustn't allow that ugly self-censor to
8 c   28 c
intrude and say that your idea (or anyone else's) is dumb or useless. Write it
9 d   29 c
down anyway. In Clustering, you jot down only words or very short phrases.
10 c   30 a
Use different colored pens as ideas seem to suggest themselves in groups.
11 a   31 c
Use printing or longhand script to suggest that ideas are main thoughts or
12 c   32 a
supportive ideas. Don't bother to organize too neatly, though, because that
13 a   33 c
can impede the flow of ideas. Don't cross anything out because you can't tell
14 d   34 c
where an idea will lead you. When you get a few ideas written down, you
15 a   35 b
can start to group them, using colored circles or whatever. Draw linking lines
16 a   36 d
as connections suggest themselves.
17 b   37 c
Subvocalization, or silent speech, is defined as the internal
18 d   38 c
speech made whenreading a word, thus allowing the reader to imagine
19 d   39 d
the sound of the word as it is read.[1] This is a natural process when reading
20 c   40 d
and helps to reduce cognitive load, and it helps the mind to access meanings

Teaching Strategies to enable it to comprehend andremember what is read.[2] Although some

people associate subvocalization with moving one's lips, the actual term refers
The Reading Process primarily to the movement of muscles associated with speaking, not the literal
Successful readers use a variety of techniques or “reading strategies” to help
them scan text, sound out letters, analyze sentence structure, and “translate:

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moving of lips. Most subvocalization is undetectable (without the aid of
machines) even by the person doing the subvocalizing.

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