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LET Review Test

Developmental Reading – Part 1

1. Mrs. Manuel believes in the power of environmental print to develop the pupils’ sight word
recognition, print orientation, and even comprehension in a meaningful way. Which of the following
materials is NOT an example of an environmental print?
a. Old boxes of powdered milk b. Chocolate bar wrappers
c. Car stickers d. Big books
2. Ms. Concepcion teaches preschool. She is preparing to employ a shared book experience activity
for her kindergarteners. Which of the following materials should Ms. Concepcion probably need?
a. Flash cards b. Big books
c. Basal texts d. Word lists
3. Ms. Adona asks her pupil to point to the first word that should be read in the big book. Then, she
asks the pupil to point to the last word to be read. Which of the following assessment measures does
Ms. Adona employ in this situation?
a. Assessment of reading comprehension b. Assessment of spelling ability
c. Concepts about print test d. Vocabulary test
4. Ms. Padilla is a Grade 1 teacher who is concerned with building letters into words and words into
sentences. She uses flashcards so the pupils can sound out syllables and words correctly. What
reading model is reflected in Ms. Padilla’s instruction?
a. Bottom-up model b. Top-down model
c. Interactive model d. Schema model
5. Ms. Torres believes that her pupils need direct sensory contact and physical manipulation in the
classroom so that they learn easily and recall input effortlessly. What is the grade level of Ms. Torres’
class?
a. Pre-school b. Primary
c. Intermediate d. High school
6. Mr. Morauda is a Grade 1 teacher who plans reading instruction as a part of the language block. He
provides varied reading experiences that involve children sitting quietly, silently reading library books
or making a book based on their own experiences. What theoretical model of reading does Mr.
Morauda show?
a. Bottom-up model b. Top-down model
c. Interactive model d. Schema model
7. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud to the
class. Which of the following is the best post-reading activity for the learners?
a. Provide students with a guide for reader- b. Have students write about what they have
text interactions. read
c. Give them comprehension questions. d. Let them rest for a while.
8. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read aloud
to his pupils, would provide time for free silent reading, recreational reading, and would lend them
magazines and newspapers. What factor in reading does Mr. German want to cultivate among his
pupils?
a. Emotional/social development b. Physical development
c. Interest in reading d. Intelligence
9. Mr. Arce is a new Grade 1 teacher who is unsure whether the pupils are ready for beginning reading
instruction. What must he observe before he begins his lessons?
a. The pupils are emotionally prepared for b. The pupils have achieved unity of their
social interaction and competition. capabilities with their interests.
c. The learners can respond to simple d. The learners show desire to learn in class.
questions and instructions.
10. Teacher Millicent knows well that the text or the print material is one factor that affects reading. So
she tries to match the text with the ease or difficulty of students’ comprehension based on the style
of writing. What text factor does Teacher Millicent consider in the choice of reading materials for her
class?
a. organization b. format
c. readability d. content
11. Ms. Morallos teachers her grade 6 class how to write a summary of an expository text. In her
discussion, she explains what it is, models it through think aloud, and informs her pupils when and
how this skill learned in the classroom can be used even during their own free silent reading. She
provides them with guided and independent practice before she conducts an evaluation. What
approach to teaching is reflected in Ms. Morallos’ practice?
a. Indirect instruction b. Explicit instruction
c. Intrinsic instruction d. Independent instruction
12. ReQuest is a strategy used to develop learners’ ability in asking significant questions. The teacher
needs to model questioning skills and let the pupils practice the same until the learners are ready to
use the skill automatically. What is the best reason for teaching the learners this skill?
a. Learners become purposive when they set b. Teachers become confused by the
their own questions while reading questions asked by the learners.
c. Teachers find time to review the questions d. Learners feel important when they make
of the learners. questions.
13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school’s vocabulary
development program. After going through all those books used by his fourth grade pupils, he is still
in the dark as to what words need to be included in his list. Which of the following criteria should NOT
be the basis of Mr. Gutierrez for word selection?
a. High frequency words b. High utility words
c. Content area words d. Difficult words
14. Mr. Malaya is teaching a Grade 9 class in world history. The students need note taking, outlining,
and study skills. If he wants to help the students learn these strategies, which of the following skills
should he model to them first?
a. Getting main idea b. Sequencing events
c. Reciprocal teaching d. Rhetorical patterns of expository texts
15. Which of the following beliefs is consistent with the bottom-up perspective in reading?
a. A reader could read a text when he/she b. A reader could read a text when he/she
uses his prior knowledge to make sense of selects only the meaningful segments in
the text. the text.
c. A reader could read a text when he/she d. A reader could read a text when he/she
relates the text to other texts previously can translate the visual symbols to their
read. aural equivalent.
16. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing with
unfamiliar words?
a. Inferencing b. Structural analysis
c. Predicting outcomes d. Using contextual clues
17. Before a reader could read the WORD, he/she must learn to read the WORLD first. What does this
imply?
a. Students or readers must know the names b. Readers must know the sounds of the
of the letter first before they will know what letters first before they will know what the
the word means. word means.
c. Words are only representations of the d. The text supplies the readers with the
concepts that the child or reader knows necessary knowledge they need to make
before encountering print. sense of the print.
18. Mr. Velasquez explicitly teaches his 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
19. Ms. Rebolledos 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?
a. Cause and effect b. Comparison and contrast
c. Enumeration-description d. Sequential or chronological
20. Which of the following is the BEST reason why regression is a good metacognitive reading
technique?
a. Readers use it to search for keywords in a b. Readers use it to read a passage all over
text. again.
c. Readers use it to highlight important lines d. Readers use it to monitor comprehension
in the text for retrieval purposes. when the text seems not to make sense.
21. Edward is reading a book and he needs to know the meaning of the word “obliterate”. However, the
passage does not give enough clues for him to figure out what the word means. He decided to use
his pocket dictionary so he would know what the word means. Which of the following strategies
should he use so that he would know the meaning of the unfamiliar word?
a. Scanning b. Skimming
c. Close reading d. Careful slow reading
22. Ms. Sigua 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 andf
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
23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat and
bat. What approach is described in this situation?
a. Whole-language approach b. Language experience approach
c. Literature-based approach d. Phonics approach
24. Mr. Palo distributed a KWL chart to his students so they could fill up the K and W columns. Which of
the following reasons DOES NOT justify such activity?
a. Setting a purpose for reading b. Activating prior knowledge
c. Confirming, revising, or rejecting an earlier d. Sharing assumptions related to the topic of
assumption about a topic the text to be read.
25. Mr. Lilang wants to develop creative thinking in his students even before he asks his students to
silently read the short story for the day’s reading lesson. Which of the following activities should he
provide the students so he could achieve his aim?
a. Unlocking of vocabulary words by finding b. Asking the students to write story
their meaning in the dictionary impressions out of the posted pictures of
scenes taken from the story to be read
c. Pronouncing five unfamiliar vocabulary d. Asking the students to list down certain
words that will be encountered in the story experiences they had, which may be
related to the main character in the story to
be read.
LET Review Test
Developmental Reading – Part 2

1. Which of the following results of an IRI graded reading passage is used to predict a learner’s
functional reading level
a. Scores in a series of spelling tests b. Number of words correctly pronounced per
minute
c. Percentage of oral reading miscues and d. Percentage of oral reading miscues and
sight word recognition scores percentage of correct answers to
comprehension questions.
2. Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short
stories for children., Which of the following lessons does she want the students to better understand?
a. Author’s use of figurative language b. Author’s point of view
c. Use of text structure d. Tone and mood
3. Mr. Salvador notices that his student, Robert, cannot decode sight words that are supposed to be
easy for students of his age. Which of the following activities, then, should Mr. Salvador provide for
Robert?
a. Constructing mental maps and graphic b. Answering comprehension questions
organizers using OAR
c. Phonemic awareness activities d. Spelling drills and games
4. Among native speakers of English, students from Grade 7 and up are supposed to be ready for
abstract reading. What does this imply?
a. Learners on this stage are able to grasp b. Learners on this level can construct
informational texts multiple hypotheses
c. Readers on this stage can manipulate d. Readers on this level judge affectively and
objects and ideas mentally personally than by using standard
5. All the three reading theories recognize the role of the reader and the text in the comprehension
process. However, only the interactive model accounts for the role of the reading situation in the
meaning-making process. What factor does the interactive model consider in the reading process?:
a. Outcome b. Task
c. Context d. Purpose
6. The Four-Pronged Approach upholds the holistic and balanced instruction in beginning reading.
Which of the following principles characterizes the most important characteristic of this approach?
a. The inclusion of critical thinking skills after b. The development of genuine love for
reading reading
c. The integration of whole language, d. The heavy emphasis on grammar and oral
literature, and explicit instruction language development.
7. The reader’s prior knowledge plays a vital role in negotiating meaning and transaction with the text.
To enhance the schemata of the learners, Teacher Arabella exposes her Grade 2 pupils to the
pragmatic use of language in their day to day life experiences so that they develop rich vocabulary.
What belief does the teacher manifest in this situation?
a. Word meanings aid textual understanding b. Word pronunciation builds comprehension
c. Word knowledge is learned best in d. Word familiarity is gained in the classroom
isolation
8. In one Grade 6 reading class in public school, Teacher Samantha conducts a regular 10-minute silent
reading of an expository text in Science., What is the best silent reading activity that Teacher
Samantha can give her students?
a. Invite resource person to discuss the b. Prepare reading road maps to guide
content of the material reader-text interactions
c. Instruct them to write reflection journals on d. Check understanding by asking post-
their notebook reading questions.
9. Mr. Siruet is a Science teacher in Ilocos. He strongly believes that devoting 10-45 minutes for real-
time reading in the classroom and guiding the pupils’ interaction with Science materials before or
after doing an activity is better than just assigning them to read at home and make sense of the text
on their own. What could be the best explanation for Mr. Siruet’s reading practice?
a. Science is one subject that calls for inquiry b. Science class does not require actual
and discovery reading time in class
c. Time can be spent in more meaningful d. Experience with print enriches vocabulary
hands-on activities and understanding of Science concepts
10. Teacher Jeremiah is planning an integration lesson using Social studies text for his Grade 5 English
class. Which of the following is the best thing to do to activate his pupils’ background knowledge?
a. Ask several critical questions b. Make the pupils prepare an outline
c. Unlock difficult words by using the d. Present advance organizer of the topic.
dictionary
11. Ms. Yelena handles Grade 4 classes in Makabayan. Before conducting any discussion, she makes
sure that her pupils have read the text by allotting 7-10 minutes of silent reading in the classroom.
Which of the following should NOT be done by Ms. Yelena during the silent reading activity?
a. Insert questions in selected parts of the b. Make students fill in the blanks of the
text as guide structured overview
c. Let students fill in the L column of the KWL d. Leave students to do what they want in
chart reading silently by themselves.
12. As a post-reading activity in any content-area reading class, which of the following should be avoided
by the teacher?
a. Have students talk about what they read b. Ask questions to score comprehension
c. Have students prepare make up test on d. Go back to the Anticipation Guide for some
their reading correction.
13. Reading in the content area aims to help students make sense of the text and negotiate meaning as
readers actively interact with the text. Which of the following activities will best achieve this goal?
a. Have the reading of the text be done at b. Make them read silently
home
c. Allow students to ask questions d. Practice oral reading for fluency
14. 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
15. Ronald is about to buy a book. After taking a book from the display shelf, he looked at the title,
opened it and looked at the table of contents, then the summary found at the back cover. He realized
that what he took from the shelf is not what he needs. Which of the following strategies do you think
did Ronald do to decide why he does not need it?
a. Scanning b. Skimming
c. Close reading d. Careful slow reading

16. Which of the following words BEST lends itself to the teaching of structural analysis as a strategy to
unlock the meaning of an unfamiliar word?
a. Special b. Preschool
c. Happiness d. Undesirable
17. Belinda is having a difficulty comprehending the novel, “Florante at Laura” because the author’s
narration seems to be different than the actual order of events that have happened in the story. Which
strategy should the teacher model to Belinda so she would be able to understand the text?
a. Making a Venn diagram b. Constructing a timeline
c. Rereading the text d. Listing the events
18. Which of the following activities BEST develops creative reading?
a. Sounding out words while reading b. Giving an alternative ending for a story
read
c. Looking at the author’s biography d. Rejecting the premises of the author
19. Which of the following activities should be the last option for a metacognitive reader is he does nto
make sense of the expository text he is reading?
a. Sounding out each word while reading the b. Questioning a detail that seems confusiing
text
c. Rereading a part that suggests multiple d. Constructing a graphic organizer for the
meanings text
20. Mr. Javier has just ended the silent reading activity he provided for his students and he deems it
necessary to discuss the story. If he wants to model critical reading to his students, which question
should he likely ask himself
a. Who are the characters in the story? b. Why did the main character end up not to
be successful?
c. Would it be unfair to close a fairy tale with d. If I were to write another beginning of this
a sad ending after the princess meets the selection, how would I start this story?
prince? Why?
21. Mrs. Corazon wants her students to respond creatively to the story they have just read in class.
Which of the following activities should be provided for the students so that she could achieve her
aim?
a. Writing a summary of the story read b. Writing a letter to a character in the story
c. Listing down the events that happened in d. Answering comprehension questions
the story about the story
22. Which of the following activities is NOT appropriate in helping readers develop organizational
comprehension of expository texts?
a. Outlining b. Creating and using graphic organizers
c. Unlocking vocabulary words through d. Identifying the topic, main idea, and
context supporting details
23. When Brylle read the sentence, “The bankruptcy made a run on the bank”, he thought that bankruptcy
literally ran on the bank. What explains this phenomenon?
a. The reader lacks auditory perception b. The reader lacks sight word recognition
c. The reader has inadequate proficiency in d. There is a mismatch between the reader
listening and speaking and writer’s field of experiences
24. Ms. Jazmin prepared controversial statements, which are taken from the social studies text that she
is about to teacher to her students. After this, when she met her class, she made them agree or
disagree to the statements and made them explain their reasons before they finally read the text.
What does the teacher clearly demonstrate in this situation?
a. Reading through elaboration strategies b. Reading through organizational strategies
c. Reading through preparational strategies d. Reading through metacognitive strategies
25. Mr. Manantan’s assessment of his students clearly reveals that they lack proficiency in identifying
the structure of different types of expository texts and they have a difficulty plotting the details of
these texts when asked to convert the ideas into graphical representations. What should Mr.
Manantan teach and model?
a. The use of elaboration strategies b. The use of organizational strategies
c. The use of preparational strategies d. The use of metacognitive strategies