Comprehension Test Question

1. Metacognition is:
a. "thinking about thinking"
b. "thinking about doing"
c. "thinking about seeing"
d. none of the above
2. A student who identifies where their difficulty occurred may
be using which comprehension strategy?
a. summarization
b. metacognition
c. flexibility
d. structuring
3. Explicitly teaching text features helps students to:
a. find information quickly when answering questions after
reading
b. mentally organize new information
c. understand the hierarchy of information from most
important to least important
d. all of the above
4. Which of the following is a comprehension strategy?
a. story map
b. read aloud
c. word identification
d. all of the above
5. Cooperative learning:
a. allows students to work together
b. allows students to help each other learn
c. allows for effective comprehension strategy instruction
d. all of the above
6.Text comprehension strategies should be taught to
students:
a. once they have mastered "the basics"
b. once they are reading at a second grade level
c. once reading instruction begins
d. none of the above
7. The purpose of activating students' prior knowledge is to:
a. enable students to visualize what they are reading
b. enable students to draw from their own experiences
c. enable students to focus on concepts
d. all of the above
8. Effective comprehension instruction requires:
a. a direct explanation of strategy
b. modeling of a strategy
c. application of a strategy
d. all of the above
9. Which student is using mental imagery as a comprehension
tool?
a. Tom, who draws pictures illustrating a story his dad told him
to help him sleep
b. Bobby, who forms a picture in his mind of a playground
when his mom reads to him from a story called Recess in First
Grade
c. Suzy, who tells a story about a penguin to her little sister,
Ruthie
d. all of the above
10. Which activity could be used in activating a students' prior
knowledge?
a. telling your students the names of the author and illustrator
of the story
b. asking students to draw a picture of the main character in
a story
c. previewing a text with your students and asking them what
they already know about the topic
d. all of the above
11. Comprehension:
a. comes naturally to students without instruction
b. can be taught through a variety of strategies
c. can not be developed in students
d. none of the above
12. Comprehension is:
a. the reason we read
b. active
c. developed through strategies
d. all of the above
13. Students who read words accurately but cannot
comprehend:
a. are struggling with language comprehension
b. are in need of decoding instruction
c. have attention issues
d. all of the above
14. Good readers tend to:
a. make sense of what they read
b. use their own experiences to helpe make sense out of
texts
c. know how to resolve problems when they don't
understand the text
d. all of the above
15. Comprehension:
a. can be improved with instruction
b. can not be improved with instruction
c. occurs naturally in a child's reading development
d. none of the above
16. Graphic organizers:
a. help students focus on text structure as they read
b. help students become better spellers
c. help students to clarify words they don't understand
d. all of the above
17. Which is NOT a comprehension strategy:
a. metacognition
b. question answer relationship
c. graphic organizers
d. morphology
18. Comprehension instruction should begin:
a. in primary grades
b. in upper elementary grades
c. in middle school
d. in college preparatory courses
19. Teaching story structure to aid in comprehension would
be appropriate when using the following:
a. a poem
b. a song
c. a story
d. all of the above
20. Cooperative learning involves students working together:
a. as partners
b. in small groups
c. on defined tasks
d. all of the above
Phonemic Awareness Test Questions

1. The ability to hear, identify, and manipulate the onsets and

rimes in words is called___________:
a. phonics
b. phonological awareness
c. phonemes
d. phonemic awareness
2. The ability to hear, identify, and manipulate discrete,
individual sounds in words is called _________.
a. phonics
b. phonological awareness
c. phonemes
d. phonemic awareness
3. How many speech sounds are there in the English
language?
a. between 26 and 28
b. between 30 and 32
c. between 42 and 44
d. none of the above
4. An example of phonemic awareness is:
a. a child writing his own name
b. a child categorizing pictures that begin with the same
sound
c. a child retelling a story
d. a child re-reading a story to help foster his fluency
5. Phonemic awareness activities include:
a. blending sounds together to make a word
b. identifying words that begin with the same letter
c. breaking a word into individual sounds
d. all of the above
6. Phonological awareness activities
include________________:
a. syllable blending
b. story writing
c. text comprehension
d. none of the above
7. Digraphs such as "sh" make ___________ sound(s).
a. 1
b. 2
c. 3
d. none of the above
8. When teaching phonological awareness, teachers should:
a. use multisensory activities
b. teach each skill to mastery
c. start with the simplest skills and build to harder skills
d. all of the above
9. Phonemic awareness:
a. can be assessed by teachers
b. is a necessary component of reading
c. can be introduced to students as a game
d. all of the above
10. Phonemic awareness is one part of ____________, which
also includes activities on phonemes, rhymes, syllables, and
more:
a. phonological awareness
b. text comprehension
c. print awareness
d. all of the above
11. Phonemic awareness is:
a. a strong predictor of future reading success
b. a sub skill of phonological awareness
c. a foundational reading skill
d. all of the above
12. There are _______ sounds in the English language:
a. exactly 26
b. more than 60
c. more than 40
d. exactly 52
13. Phoneme blending is:
a. easier than syllable blending
b. harder than onset and rime
c. easier than identifying rhyming words
d. easier than phoneme addition, deletion, and substitution
14. The onset sound(s) is the:
a. last sound in a syllable
b. the vowel and any following consonant sounds at the end
of a syllable
c. the vowel sound in a syllable
d. sounds before the vowel in a syllable
15. The definition of phoneme is, "The smallest part of
_________ language."
a. spoken
b. written
c. informal
d. formal
16. The word eight has how many phonemes?
a. 5
b. 4
c. 3
d. 2
17. Phonological awareness is:
a. a person’s ability to hear sound structures of speech
b. a person’s ability to manipulate sound structures of
speech
c. a print-free skill set
d. all of the above
18. How are phonemes represented in writing to differentiate
them from actual words?
a. by placing the letters between slashes /b/
b. by placing the letters between asterisks *b*
c. by placing the letters in parentheses (b)
d. by placing the letters between percent signs %b%
19. How many syllables do you hear in the word submerges?
a. 1
b. 2
c. 3
d. 4
20. Which of the following is an example of phoneme
segmentation?
a. a child telling his teacher that the first sound in run is /r/
b. a child sounding out an unknown word ("/b/ /e/ /s/ /t/ ...
best")
c. a child telling his teacher there are four sounds in truck, /t/
/r/ /u/ /ck/
d. a child telling his teacher that the last sound in cup is /p/
Vocabulary Test Questions

1. Which teacher is engaged in vocabulary instruction?

a. Ms. Jones, who is helping Johnny sound out the word
repeat
b. Mr. Smith, who has asked students to copy a word list from
the board
c. Ms. Lane, who is explaining the difference between up
and down
d. Mr. Williams, who has asked students to write a short story
2. Which technique listed below would likely help students to
remember difficult words?
a. using vocabulary words throughout the week in different
subject areas
b. having students list other words that begin with the same
sound
c. souding out the vocabulary words
d. none of the above
3. Academic vocabulary refers to:
a. words that students learn in content areas, such as
particle, climate, orbit
b. words that students learn indirectly while reading, such as
often, merely, afterward
c. words that cross academic disciplines, such as determine,
illustrate, and average
d. words that are not commonly used or arcane, such as
thine, facsimile, and terrace
4. An example of teaching semantic gradients is when
___________ :
a. Dennis sorts stacks of nouns by whether they are count or
non-count nouns.
b. Juan arranges words that describe the speed of
movement from fastest to slowest.
c. writes the same base word with different prefixes and
suffixes to change the meaning.
d. Tamara practices writing homophones in different
sentences making sure to use the correct spelling with the
correct meaning.
5. Which is a strategy for teaching vocabulary?
a. teaching students about 'word parts'
b. teaching students about 'multiple meanings' for words
c. teaching students to use context clues
d. all of the above
6. Students' vocabulary can be increased by:
a. discussing new words before reading a story
b. listening to a teacher explain the meaning of unknown
words
c. teaching students to look for word parts such as prefixes,
root words, etc.
d. all of the above
7. Preschool age children have a _________ vocabulary.
a. writing and reading
b. reading and listening
c. speaking and listening
d. none of the above
8. Which of the following may lead to vocabulary growth?
a. having conversations with adults
b. receiving instruction on specific words
c. using context clues to figure out word meanings
d. all of the above
9. Which of the following is NOT a word learning strategy?
a. using a dictionary
b. looking at word parts
c. reading for context clues
d. copying unknown words from the chalkboard
10. In determining what types of words to teach, you should
choose:
a. words that are important in understanding a concept
b. words that students are likely to see again and again
c. words that have multiple meanings
d. all of the above
11. Which of the following is an example of vocabulary
instruction?
a. teaching students about the spelling pattern "ai"
b. explaining the words: sphere, cylinder, and cube
c. demonstrating how to sound out "interaction"
d. none of the above
12. _________ is a way of teaching vocabulary in a direct
manner.
a. Testing students on words they already know
b. Providing students with strategies for learning words
c. Asking students to identify which words rhyme
d. Giving students a passage to read orally
13. Most word meanings are learned:
a. through hearing words in context
b. through vocabulary instruction
c. both A and B
d. none of the above
14. Which student is engaged in vocabulary instruction?
a. Adam, who learns that inject, reject, and object share the
word root, ject
b. Brianna, who helps her friend to spell the words take and
mistake
c. Omar, who is playing a game of Hangman
d. all of the above
15. Vocabulary may be learned indirectly through:
a. learning word parts
b. listening to an adult read aloud
c. vocabulary tests
d. learning to use context clues
16. Which child is engaged in direct vocabulary instruction?
a. Charlie, who is listening to his teacher read aloud the story,
Charlotte's Web
b. Shelly, who is reading on her own
c. Molly, whose teacher is discussing how the prefix un-
changes a word
d. Tom, who is having a conversation with his dad
17. Which of the following is an example of vocabulary
instruction?
a. teaching word roots
b. teaching multiple meanings
c. teaching prefixes
d. all of the above
18. Beginning readers have a difficult time comprehending
words that are NOT part of their:
a. oral vocabulary
b. listening vocabulary
c. writing vocabulary
d. reading vocabulary
19. A way of learning vocabulary indirectly is through:
a. taking vocabulary tests
b. teaching prefixes and suffixes
c. playing word games
d. hearing words used in context
20. Which of these is a component of effective vocabulary
instruction?
a. preteach content and academic vocabulary found in a
text book before reading the text
b. creating opportunities for students to hear, say, write, and
read new vocabulary
c. anchor new vocabulary to existing background
knowledge
d. all of the above
 Samar College
College of Graduates Studies
Catbalogan, City

TEST QUESTIONS

ON

COMPREHENSION,

PHONEMICS AND

VOCABULARY

Submitted by:

ANALYN M. PEǸARANDA

MAEd Student

Submitted to:

JOVITA A. PAGLIAWAN Ph. D.

Professor