B. Phonetic analysis D.

Basic sight words

ANSWER SHEET:
1. 51.
2. 52.
3. 53.
CLASSIFIED EXAMINATION 4. 54.
FOR CRITICAL TEST ANALYSIS 5. 55.
6. 56.
PROFESSIONAL EDUCATION 7. 57.
8. 58.
DEVELOPMENTAL READING 9.
10.
59.
60.
BOARD LICENSURE EXAMINATION FOR 11. 61.
PROFESSIONAL TEACHERS 12. 62.
13. 63.
Warning: This material is protected by Copyright Laws. 14. 64.
15. 65.
Unauthorized use shall be prosecuted in the full extent of the 16. 66.
Philippine Laws. For exclusive use of CBRC reviewees only. 17. 67.
18. 68.
1. All of the following statements are true descriptions of bottom-up 19. 69.
theory or model of the reading process EXCEPT: 20. 70.
21. 71.
A. Even though a reader does not recognize each word, he may
22. 72.
be able to comprehend a selection. 23. 73.
B. The meaning exists in the printed page and is interpreted by 24. 74.
the reader. 25. 75.
C. The meaning of the text is expected to come naturally as the 26. 76.
code is broken based on the reader’s prior knowledge of 27. 77.
28. 78.
words. 29. 79.
D. The reader matches letters with sounds in a defined 30. 80.
sequence. 31. 81.
32. 82.
2. What theory or model of the reading process is closely related to 33. 83.
34. 84.
top-down processing? 35. 85.
A. Bottom-Up Theory C. Schema Theory 36. 86.
B. Interactive Theory D. Transactional Theory 37. 87.
38. 88.
3. Mario, who is reading a short story, encounters the word “biology”. 39. 89.
40. 90.
He analyzes it by looking at the part bio (which means life), and
41. 91.
logos (which means the study of). Taken together, he knows that 42. 92.
biology, in its simplest meaning, is a study of life. Which reading 43. 93.
theory or model of the reading process does Mario utilize? 44. 94.
A. Bottom-Up Theory C. Interactive Theory 45. 95.
B. Top-Down Theory D. Transactional theory 46. 96.
47. 97.
48. 98.
4. The following are good activities for schema activation EXCEPT: 49. 99.
A. Constructing graphic organizer 50. 100.
B. Previewing a passage
C. Brainstorming ideas
D. Evaluating or assessing ideas
9. This is a recognized list of 220 common terms used as a resource
5. The following are concerns of teaching reading EXCEPT: to teach sight words.
A. Vocabulary development A. SRA C. Dolch list
B. Comprehension development B. Fry’s List D. Sight Word List
C. Output development
D. Application 10. A text includes the word “indefensible”, which is unfamiliar to some
students. With Goddle’s Reading Skills Ladder in mind, the teacher
6. Who among the following readers is expected to understand the will most likely clarify the meaning of the word by _____.
alphabet and words (concepts of prints)? A. Having the students enter the word in their ongoing list of new
A. Emergent reader C. Transitional reader vocabulary words and then look up its definition
B. Beginning reader D. Intermediate reader independently.
B. Using explicit explanation to describe the meaning of the word
7. Which is the correct order of reading skills in Goodell’s Reading to the students before they read the text.
Skills ladder? C. Helping the students apply structural analysis to construct and
I. Finding the main idea confirm the word's meaning.
II. Basic sight words D. Asking the students to paraphrase the sentence that contains
III. Vocabulary building the word by substituting a synonym for the word.
IV. Using contextual clues
V. Using structural analysis Questions 11-12 are based on the following paragraph.
VI. Using phonetic analysis
A teacher asked her students to read a short story. Some of
A. II, V, IV, I, III, VI C. II, I, IV, III, V, VI her students had trouble with the word “glistened.” When the story
B. II, VI, V, IV, III, I D. II, III, VI, IV, V, I was completed, she asked the students to describe how the dew on
the leaves looked.
8. The teacher is aware that he cannot teach reading in a flash.
Following the Goodell’s Reading Skills Ladder, what step will he 11. By asking the question at the end, the teacher helped her students
focus on for beginners? to use the word-attack strategy of _____ in Goodell’s Reading Skills
A. Structural analysis C. Contextual clues Ladder.

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 - 1 -

 A. Phonic clues C. Context clues
B. Morphemic clues D. Sight-word clues
12. 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.
13. The type of context clue for tortuous in this statement “The
mountain pass was a tortuous road, winding and twisting like a
snake around the trees of the mountainside” is _____.
A. Appositive C. Example
B. Synonym D. Cause-effect
14. What is the synonym for the underlined word as it is used in this
sentence “His diffidence caused him to miss many opportunities”?
A. Ignorance C. Timidity
B. Laziness D. Arrogance
15. The following statements contain dichotomy between ideas
EXCEPT:
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.
16. Many teachers teach vocabulary by having students write a word,
look it up in the dictionary, and copy its definition, and use the word
in a sentence. Research has found that this is _____.
A. Ineffective for developing a student’s vocabulary
B. A good practice because of its effectiveness
C. A good way to teach vocabulary
D. Effective in preparing students to take admission exams
17. The following statements about figurative language are true
EXCEPT:
A. For some students, it is a barrier to understanding.
B. It is found in abundance in poetry.
C. It needs to be taught to children.
D. It can be learned because of its surface and deep meaning.
18. An oxymoron is _____.
A. An attribution of human traits to inanimate object or idea
B. An extreme exaggeration or overstatement
C. A statement that expresses opposite ideas, but that may be
true
D. A combination of words that have opposite meanings
19. A teacher’s knowledge of literary genres is essential for establishing
a literacy-based curriculum. Which of the following is NOT
recognized as a category/type of poetry?
A. Lyric C. Dramatic
B. Narrative D. Metrical
20. Pourquoi tales are __________________.
A. Always humorous or entertaining
B. Exaggerations of real-life events and characters
C. Stories that explain “why”
D. Examples of myths that explain the origin of the universe
21. An example of vicarious experience is __________.
A. Watching a video C. Making a class book
B. Taking a field trip D. Making vegetable soup
22. Skimming is likely to be the most effective strategy for
accomplishing which of the following reading tasks?
A. Reading quickly to evaluate the validity of information
B. Previewing a chapter in a content-area textbook
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740
C. Synthesizing information from various sources for a research
D. Studying specific facts for a content-area material
23. A strong topic sentence will _____________.
A. Be phrased as a question.
B. Always be the first sentence in a paragraph.
C. Both A and B
D. Neither A nor B
24. The following statements are true about “main idea” EXCEPT:
A. It is the particular point the author is trying to convey.
B. It can be stated in one sentence.
C. It can be classified as stated and unstated.
D. It develops, explains, and proves the major idea.
25. What is the main idea of the following paragraph?
A. Tracing the development of the brain
B. Describing a scientific study that measures response to pain
C. Proving that two people have the same reaction to pain
D. Analyzing people’s responses to taste and sound
(1) It’s commonly known fact that two people can have
different responses to the same thing in regard to food or a piece of
music. (2) One person’s favorite dish might make another’s
stomach turn. (3) A song that makes one person covers his ears
has someone else snapping her fingers and singing along. (4) The
same is true of an individual’s response to pain. (5) In one study, a
hot object was applied to the skin of two volunteers. (6) Not only
did they give vastly different ratings for the pain on a scale of one
to ten for the exact same temperature, but an MRI showed that the
brain of each person lighting up in different regions. (7) In general,
the higher a person rated the pain, the more areas lit up in his or
her brain. (8) So if someone says your pain is all in your mind, she
may be scientifically right, but it doesn’t make it hurt any less.
26. 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.
27. 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
28. 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 that 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?
29. 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. Clustering C. Semantic mapping
B. Word mapping D. Deductive reasoning
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30. 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 understanding of their various meanings. On the other
end of the continuum are __________.
A. Words he can recognize and enjoy using regularly
B. New words that he has learned both the spelling and meaning
C. Words he doesn’t recognize
D. Words he can figure out the meaning based on context
31. 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.
32. 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 or interests.
D. A teacher pairs students with other students of unlike ability
and has them do their worksheets together.
33. 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 encourage
to decode entire words using context clues.
D. Students analyze patterns of organization and syntax as a
way of learning to recognize common structures.
34. A major distinction between the terms phonics and phonemic
awareness is that __________.
A. phonemics awareness involves the activities done in student
practice books (workbooks), but phonics does not
B. Phonics involves the written word, and phonemic awareness
does not necessarily
C. Phonemic awareness includes reading, but phonics does not
D. Neither involves reading for meaning
35. If a teacher uses only basal readers for teachings 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
36. Which of the following instructional activities in which students
become the teachers in small group reading session, and teacher
models group discussions using strategies such as summarizing,
question generating, clarifying, and predicting?
A. Concentric circles C. Book pass
B. K-W-L chart D. Reciprocal teaching
37. Which of the following sets of reading activities are incorporated
and practiced in a KWL strategy?
A. Recording information, reading text, and predicting outcomes
B. Learning content-area vocabulary and structural word analysis
skills
C. Surveying, questioning, reading, reciting, and reviewing new
text
D. Activating prior knowledge, generating questions, and
recording newly learned information
38. All of the following activities are best to conclude a reading lesson
EXCEPT:
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740
A. Constructing graphic organizer
B. Valuing
C. Appreciating
D. Relating lessons to own life
Tough Coughs As He Ploughs The Dough
39. What reading approach is appropriate to use with a particular
problem demonstrated in the above example?
A. Phonics-based approach
B. Whole-language approach
C. Literature-based approach
D. Guided reading approach
40. Which of the following is NOT a type of literature-based reading
program?
A. A whole-class reading a core book
B. An individualized reading approach
C. Thematic-literature units
D. Skill-development focused
41. If a child is simply sounding out the words in a book using phonics
he has learned but does not comprehend what the words are
expressing, he is _____.
A. Reading, but below grade level
B. Doing meaningless decoding
C. Pretending to read
D. Well on his way to becoming literate
42. Reflection journal in which students are encouraged to write their
feelings about a particular literary work and their perceptions of how
the work applies to their belief system primarily address
assessment in which domain?
A. Cognitive C. Psychomotor
B. Social D. Affective
43. The reason teachers use “Guided Reading” in the classrooms is to
give students ______________.
A. The chance to apply reading strategies with support from the
teacher
B. Books they can take home and read with guidance from family
members who are knowledgeable
C. The chance to show the whole class they can read aloud
D. The chance to read aloud in unison
44. Which of the following is an essential component of the “Guided
Reading” process EXCEPT:
A. Observing the children as they actually read
B. Providing powerful examples of harder words
C. Having the students write book reports on the books they’ve
read
D. Giving support to reader
45. Developmental reading indicates that a reader is ________.
A. Placed in an individualized reading program and his progress
is monitored closely using standardized reading assessment
B. Guided both by teacher in-charge and family in reading for him
to achieve reading proficiency
C. Under a comprehensive reading program that lets him goes
through stages
D. Taught reading skills and strategies and is given daily practice
in reading
Questions 46-47 are based on the following passage.
A teacher pulls a passage out of a book, and writes it out on a
worksheet with some of the words replaced with blanks. Then she
has the students individually figure out what words they think
might go in the blanks. Next, the students get in groups and
discuss their suggestions. Each group, then comes to a consensus
about what words should go in the blanks. Later, she reads the
paragraph from the book to them.
46. The main reason for doing the above activity with the children
before reading a book is for the purpose of providing a/an _____.
A. Familiarity and identification of the characters in the book for
comprehension
B. Setting for the book to serve for the students to want to read
the book
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 C. Anticipatory set that will make the children be curious enough
to want to read the book
D. Worksheet to grade that shows the students’ vocabulary
development
47. When writing the passage with the blanks, the teacher should
__________.
A. Leave the first and the last sentence intact
B. Allow the student to make up the first and last sentences
C. Spell words wrong to see if the students can catch them
D. Always use the first paragraph of the book
48. In terms of rereading books in the classroom, the teacher _____.
A. Should never allow that because it will bore the children
B. Should never allow that because the students will not progress
if not using new books every day
C. May allow books to be reread because it allows the students
to recognize their progress from when they first read the book
D. May allow books to be reread but only by children who have
not read them the first time
49. Once children have been exposed to a new word, they will then
_________.
A. Never use it again, unless they need to
B. Try to use it again in a safe environment
C. Use it everywhere they can
D. Need to write it in a sentence in order for it to become a true
part of their vocabulary
50. The main reason for doing “affix study” with students is to _______.
A. Fix reading problems they are experiencing as they will learn
to correctly suffix and prefix words
B. Expand students’ vocabulary by adding prefixes and suffixes
with meaning to root words they already know
C. Show the influence and the usefulness of foreign affixes such
as Latin on present-day English
D. Prepare students to diagram sentences
51. The following are true statements about “suffix” EXCEPT?
A. May change the part of speech of the root word
B. May change the meaning of the root word
C. May change only the classification of word
D. May change only the meaning of word
52. Which of the following is true about prefixes and suffixes?
A. They are usually not accented.
B. They usually form separate syllables.
C. Both A and B
D. Neither A and B
53. A science teacher asks the school reading specialist for strategies
to help students to acquire content-area vocabulary and improve
their reading comprehension of the science textbook. Which of the
following strategies is most appropriate for the reading specialist to
recommend for this goal?
A. Introduce vocabulary terms in context before reading the text
B. Select words from the text and having students write down the
definitions from the glossary
C. Pretest students on the vocabulary terms from the textbook
D. Compare the dictionary definitions of the vocabulary terms
with the definitions found in the textbook glossary
54. Research indicates that a relationship exists between reading and
writing. Which of the following statements supports that finding?
A. Reading is a constructive process, and writing is a recursive
one.
B. Reading emphasizes syllabication, and writing emphasizes
semantics.
C. Reading and writing share similar processes and require using
the same kinds of knowledge.
D. Readers and writers proceed through the same five stages
and in the same order
Great Sound
It was a green day for a walk along the beach. The soon shore
of the waves breaking along the store, the smell of the space, and
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740
saltwater the sight of the sun rising space, and the sight of the sun
rising on relaxed the horizon made me feel so related.
55. Mr. Torres administers the running record above to one of his
students. Based on the results of the assessment, the student most
frequently makes miscues in which of the following cuing systems?
A. Syntactic C. Semantic
B. Graphophonic D. Pragmatic
56. Language Experience Approach can be used to benefit students’
early literacy development by _____.
A. Providing an authentic way to demonstrate word awareness in
a meaningful context
B. Giving students opportunities to build alphabet-recognition
skills
C. Demonstrating how to write in various genres using
meaningful context
D. Providing a model of correct grammatical structures in written
expression
57. Students in elementary school classes often represent a wide range
of reading abilities. Which of the following approaches would best
meet the needs of all students?
A. Establishing three ability groups for each subject
B. Using the same text for all students but modifying
assignments
C. Asking the reading specialist to work with the lowest reading
group
D. Using flexible grouping and a variety of materials
58. A reading specialist is collecting data on the student’s knowledge of
phonemic awareness skills. The reading specialist asks the student,
“Which word does not belong: plant, play, rain, please?” Which of
the following phonemic-awareness skill is the teacher assessing?
A. Deletion C. Substitution
B. Categorization D. Segmentation
59. The major goal of methods such as SQ3R is to enhance which of
the following?
A. Identifying correct sequence of events in a narrative work
B. Assessing or evaluating literary elements
C. Integrating new knowledge and prior knowledge
D. Learning information from content-area materials
60. A teacher wants to incorporate a metacognitive strategy before
reading. Which of the following teacher actions will best help
students apply metacognitive strategies to their reading?
A. Prompting students to journal in the form of personal narrative
B. Asking students to read the first paragraph and summarize its
meaning
C. Formulating text-dependent questions for the students to
answer
D. Having students list questions they may want answered by
reading
61. Which of the following questions is NOT likely to be answered by a
metacognitive reader who aims to self-regulate and monitor his
comprehension?
A. What are the unfamiliar words?
B. Are there ideas that are not clearly explained?
C. Are there inappropriate or contradictory ideas?
D. What is my position on the issue?
62. A teacher who relates Vygotsky’s theories to teaching reading is
most likely to design instruction that _____.
A. Occurs consistently within a student’s zone of proximal
development
B. Provide scaffolding and extensive practice before mastery is
declared
C. Begins only when a student has mastered needed cognitive
structures
D. Organizes cooperative group work so that every member of
the group has specific responsibilities
63. The most important reason for students to have a story schema is
so they can better _____.
A. Evaluate different literary genres
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 B. Understand and recall story events
C. Identify the author’s viewpoint
D. Construct a diagram of the plot
64. All of the following are major structures in Mandler and Johnson’s
story grammar EXCEPT:
A. Setting C. Reaction
B. Summary D. Attempt
Word Text Teacher’s Recording of Student Responses (written
phonetically)
bigger bī j∂r
even ĕv ĕn
recess rĕk ēs
inside ĭns ĭd
65. A third-grade student makes the errors listed in the chart above
while orally reading a passage in a reading anthology. Based on the
information, on which of the following word-analysis skills should
the teacher focus instruction to best meet the student’s needs?
A. Consonant blends C. Syllabication
B. Long and short vowels D. r-controlled vowels
66. When a student who is reading aloud substitutes a word of similar
meaning for a word that appears in print, the teacher’s most
appropriate response should be to _____________.
A. Immediately ask the student to reread the word correctly
B. Quietly and quickly correct the miscue by pronouncing the
correct word aloud as soon as the student makes the mistake
C. Stop the student immediately, write both words down, and
have the student identify and read the word as it appears in
the text
D. Allow the student to continue reading.
67. The teacher asks the children to read with expression. She also
reminds them that they don't need to stop between each word, and
they should read as quickly as they comfortably can. She cautions
them, however, not to read so quickly that they leave out or misread
a word. The teacher knows the components of reading fluency are:
A. Speed, drama, and comprehension
B. Cohesion, rate, and prosody
C. Understanding, rate, and prosody
D. Rate, accuracy, and prosody
68. Using brain imaging, researchers have discovered that dyslexic
readers use the _____ side(s) of their brains, while non-dyslexic
readers use the _____ side(s) of their brains.
A. Left; right C. Right and left; left
B. Right; left D. Right; left and right
69. A teacher is teaching students “analogizing”. She is teaching them
to _____.
A. Identify similarities that are found in words.
B. Identify words that are synonymous or antonymous.
C. Identify groups of letters that occur in a word family.
D. Identify relationship with words or concepts.
70. Collaborative Strategic Reading (CSR) is a teaching technique that
depends on two teaching practices. These practices are:
A. Cooperative learning and reading comprehension.
B. Cooperative reading and metacognition.
C. Reading comprehension and metacognition.
D. Cooperative learning and inquiry learning
71. To make a prediction a reader must _________.
A. Use text clues to evaluate the text at an inferential level
B. Find a line of reasoning on which to rely
C. Make a decision based on an observation
D. Use prior knowledge and apply it to the current situation
72. All of the following are true about schemata EXCEPT:
A. Used as a basis for literary response
B. Structures that represent concepts stored in our memories
C. A generalization that may be proven with facts
D. Used together with prior knowledge for effective reading
comprehension
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740
73. Which of the following is NOT an effective strategy of teaching
reading comprehension?
A. Summarization
B. Utilizing graphic organizers
C. Having students list down unfamiliar words and find their
meanings in the dictionary
D. Having students generate questions
74. The most effective strategy for decoding sight words is _____.
A. Segmenting sight words into syllables. Beginning readers are
understandably nervous when encountering a long word that
isn’t familiar. Blocking off all but a single syllable at a time
renders a word manageable and allows the reader a sense of
control over the act of reading
B. Word families. By grouping the sight word with similar words,
patterns emerge
C. Phonemic approach. When students understand the
connection between individual words and their sounds, they
will be able to sound out any sight word they encounter
D. None; sight words cannot be decoded. Readers must learn to
recognize these words as wholes on sight
75. “Decoding” is also called ____________.
A. Remediation C. Alphabetic principle
B. Deciphering D. Deconstruction
76. When should students learn how to decode?
A. Decoding is the most basic and essential strategy to becoming
a successful reader. It should be introduced to kindergartners
during the first two weeks of school
B. Decoding is not a teachable skill. It is an unconscious act and
is natural to all learners
C. Decoding should be taught only after children have mastered
every letter–sound relationship as well as every consonant
digraph and consonant blend. They should also be able to
recognize and say the 40 phonemes common to English
words and be able to recognize at least a dozen of the most
common sight words
D. Decoding depends on an understanding of letter–sound
relationships. As soon as a child understands enough letters
and their correspondent sounds to read a few words, decoding
should be introduced
77. A reading teacher is assessing an eighth grader to determine her
reading level. Timed at a minute, the student reads with 93%
accuracy. She misreads an average of seven out of 100 words.
What is her reading level?
A. Frustration level C. Instructional level
B. Excellence level D. Independent level
78. If a standardized test is said to “lack reliability”, the test _____.
A. Is not measuring what it is supposed to measure.
B. Has not proven to be useful as an instructional intervention.
C. Gives fluctuating scores in different administrations.
D. Has poor predictive value relative to students' classroom
performance.
79. One of the most important purposes of a standardized “Informal
Reading Inventory” (IRI) is __________.
A. To establish how prior knowledge and text organization
influence a student's reading comprehension.
B. To determine how a student uses semantic, syntactic, and
other text clues to deduce a word's meaning.
C. To analyze how a student's silent reading comprehension is
influenced by oral reading fluency.
D. To establish a student's independent, instructional, and
frustration reading levels.
80. All of the following are characteristics of an “Individualized Reading
Approach,” EXCEPT:
A. Pupil-teacher conferences
B. Self-pacing
C. Three-static achievement groups
D. Self-selection
81. Students participating in an “Individualized Reading Approach” do
the following EXCEPT:
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 A. Periodically meet individually with the teacher C. In the middle position in a word
B. Keep records of the books they read D. In the initial and final position in a word
C. Do a lot of independent work at their seats
D. Do oral reading and participate in the group work activities 93. The term for two or more adjacent consonants in the same syllable,
with each individual sound retaining its identity, is _____.
82. Interpretive reading is _____. A. Consonant blend C. Diphthong
A. Reading beyond the lines C. Reading for stated details B. Rhyme D. Digraph
B. Reading between the lines D. Reading below the lines
94. The schwa sound is ordinarily found in _____.
83. Questions that ask information that has been implied are called A. Unaccented words C. One-syllable words
___________. B. Accented words D. Two-syllable word
A. Inference questions C. Vocabulary questions
B. Detail questions D. Main-idea questions 95. Hypermedia applications in computer software can include ___.
A. Sound effects C. Graphics
84. Based on the following passage, you can infer that the carronade B. Text D. Key board
______________.
A. Would be of particular use to smaller ships 96. Electronic reading books are advantageous for beginning or
B. Represented the height of maritime technology struggling readers primarily because this type of computer software:
C. Employed a flintlock firing mechanism A. Scaffolds learning by providing a high level of interactivity.
D. Was more accurate than long-range cannons of the time B. Helps students develop familiarity with reading from a
computer screen.
Although there were no revolutionary advances in C. Provides students with models of good reading practices and
maritime war technology between the fifteenth and eighteenth habits.
centuries, there was a steady improvement of existing hardware. In D. Minimizes the focus on written text by using sound effects and
terms of basic structural design, the bronze guns used by ships voices to convey meaning.
were largely unchanged after the seventeenth century. Innovations
instead focused on making the weapons more accurate and making 97. What is the type of reference book from which the reader may find
the ammunition used by the weapons more effective. Two an alphabetical list of names of places with their exact locations
eighteenth-century advances addressed these needs. The first was indicating whether they are towns, rivers, lakes, etc.?
carronade, a short-range cannon that fired a large-caliber shot. This A. Atlas C. Encyclopedia
new type of weapon had tremendous piercing power, making even B. Gazetteer D. Almanac
small ships formidable opponents. The second was the flintlock
firing mechanism, which greatly increased accuracy. 98. Children are likely to develop positive attitudes toward reading
EXCEPT __________.
85. Literal comprehension involves _____. A. When their peers view reading in a positive way
A. Evaluating information C. Making inferences B. When parents read in the home
B. Reading beyond the lines D. None of these C. When parents provide them with reading materials
D. When parents are formally educated and can afford to provide
86. Critical reading involves _____. children reading materials
A. Elaborating on or modifying what is read
B. Paraphrasing the material for understanding 99. To read maps, students must understand that _____.
C. Identifying the accuracy of the information A. The legend of a map is the story of the people in the area.
D. Interpreting the ideas in the text B. Most maps in books show areas greatly reduced in size.
C. Scale is unimportant.
87. The following are descriptions of critical readers EXCEPT ______. D. Maps are pictures not only the flat surface of the whole.
A. Think while they are reading
B. Read with a questioning attitude 100. Which of the following types of assessments would best provide
C. Can distinguish between fact and opinion information about the comparative reading proficiency of students?
D. Can identify explicitly stated information A. A test of vocabulary development
B. A norm-referenced survey test
88. Teachers can first foster critical thinking in _____. C. A reading miscue inventory
A. Fourth grade C. Sixth grade D. A diagnostic portfolio
B. Kindergarten D. Seventh grade

89. Creative reading is _____. -END-

A. Reading beyond the lines
B. Reading for evaluation
C. Acquiring ideas that are directly stated
D. Assessing the clarity and precision of ideas

90. The propaganda approach that utilizes people’s wanting to do what

others are doing is called _________.
A. Transfer techniques C. Name calling
B. Bandwagon technique D. Glittering generalities

91. Homographs are words that are _____.

I. Spelled alike
II. Pronounced differently
III. Pronounced alike
IV. Spelled differently

A. I only C. I and II only

B. I and II only D. II and IV only

92. When does the letter “y” have the characteristics of a vowel?
A. In the initial position in a word or syllable
B. In the final position in a word or syllable

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 - 6 -

 “The only thing that stands
between you and your dream is the
will to try and the belief that it is
actually possible.”
-Joel Brown-

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 - 7 -