PROFESSIONAL EDUCATION-DEVELOPMENTAL READING
PROFESSIONAL EDUCATION
LET REVIEW MATERIAL
DEVELOPMENTAL READING
PART I – CONTENT UPDATE
Theoretical Models in Reading
Bottom-up – depicts reading starting with the input of some graphic signals or stimulus. The role of the reader is to get meaning from the text based on the stimulus or the words used. This is also called date-driven processing.
Dechant (1991), citing Gove (1983), claims that the adherents of the BOTTOM-UP MODEL of reading put forward the idea that:
It is imperative for readers to recognize every word in a selection so that they can comprehend it;
Word and sound-letter cues should be primary tool that readers should use so that they can identify unrecognized words;
The mastery of a series of word-recognition skills is the primary requirement for reading acquisition;
Instruction should focus principally on the teaching of letters, letter-sound relationships, and words;
Accuracy in recognizing words is significant; and
It is important for readers to have the knowledge of discrete sub-skills.
Top-down – depicts reading beginning with the cognitive processes occurring in the reader’s mind as he or she reads. The role of the reader is to give meaning to the text based on the information already held within the reader’s store of though do not recognize each word, they may be able comprehend a selection;
Supporters of the TOP-DOWN MODEL of reading, according to Dechant (1991), put forward that:
Even though readers do not recognize each word, they may be able comprehend a selection;
Meaning and grammatical cues primarily assist readers to identify unrecognized words;
The mastery of a series of word-recognition skills takes a back seat the compassion the use of meaning activities;
The reading of sentences, paragraph, and whole selections should all the principal focal point of instruction;
Reading for meaning is the central objective of reading rather than mastery of letters, letter/sound relationships and words ; and
The amount and kind of information obtained through reading is the important aspect of reading.
Interactive – depicts reading as the process of constructing meaning through the dynamic interaction suggested by the written language, and the context of the reading situation.
The third model of reading which the INTERACTIVE MODEL is, neither accepts nor rejects the pure and extreme beliefs of the two earlier models. The advocates of this model put forward the idea that:
Readers process letters and words at the same time as they formulate hypothesis about the meaning of what is on the printed page Dechant, (1991).
Meaning simultaneously comes from a combination of different sources like logographic knowledge, graphemic knowledge, phonological knowledge, orthographic knowledge, morphemic knowledge, grapheme-phoneme correspondence, lexical knowledge, semantic knowledge, syntactic knowledge, and schematic knowledge (Dechant, 1991); and
Instruction should give a balanced emphasis to the teaching of whole texts and phonics.
A Reading teacher should be………
Aware of one’s thinking process
Careful in examining one’s thinking process of others
Practicing one’s thinking abilities
When teachers do these, the learners are expected to benefit from them so that they may also be developed to become critical, creative, and metacognitive readers.
The reading teacher should bear in mind that a CRITICAL reader:
Must carefully examine his/her thinking and the thinking of others, in order to clarify and improve own understanding
Should examine and test suggested solutions to see whether they will work
Need to test ideas for flaws or defects and must not be inhibited by fear of being aggressive and destructive, nor have fear of retaliation, and over-evaluation
Should engage in critical thinking activities such as thinking actively, carefully exploring situations with question, thinking for one self, viewing situation from different perspective, and discussing ideas in organized ways.
Critical thinkers are –
Skeptical (Just because it’s in print doesn’t mean it is right ;)
Fact-oriented (Give me the facts and convince me that they are the relevant ones)
Analytic (How has the work been organized? What strategies has the writer used?)
Open-minded (Be prepared to listen to different points of view; do not be restricted by personal biases)
Questioning ( What other conclusions could be supported by the evidence?)
Creative (What are some entirely different ways of looking at the problem or issue?)
Willing to take stand (Is the argument convincing? What is my position on the issue?)
Those who show the ability to separate fact from opinion; recognizes propaganda techniques, compares different sources of information; recognizes important missing information; draws inferences that are not explicitly stated, and identifies the author’s background and purpose
The reading teacher should take into consideration that a CREATIVE reader:
Uses his/her cognitive processes to develop ideas that are unique, useful, and worthy of further elaboration
Discovers a new or improved solution to a problem, or a set of new ideas
Organizes ideas in different ways, and makes unusual comparisons
Is not inhibited by conformity, censorship, rigid education, and desire to find an answer quickly
The reading teacher should also remember that a METACOGNITIVE reader –
Is aware of one’s mental processes such that one can monitor regulate, and direct them to a desired end
Has the ability to think about and control own learning
Practices self-regulation and monitoring comprehension by answering the following question:
Are there any words I don’t understand?
Is there any information that doesn’t agree with what I already know?
Are there any ideas that do not fit together because I can’t tell who or what is being talked about?
Are there any ideas that don’t fit together because I can’t tell how are related?
Are there any ideas that don’t fit together because I think the ideas are contradictory?
Is there any information missing or not clearly explained?
Dechant (1991) claims that a reading teacher has to have a comprehensive view that:
MAJOR COMPREHENSION STRATEGIES
THE PREPARATION STRATEGIES
Previewing
Activating knowledge
Setting purpose and goals
Predicting
THE ORGANIZATIONAL STRATEGIES
Comprehending the main idea
Determining important details
Organizing details
Sequencing
Follow directions
Summarizing
THE ELABORATION STRATEGIES
Making inferences
Imaging
Generating questions
Evaluating (critical reading)
THE METACOGNITIVE STRATEGIES
Regulating
Checking
Repairing
STAGES OF READING DEVELOPMENT
STAGE ONE. EMERGENT LITERACY (BIRTH TO FIVE YEARS)
Learn primarily through direct sensory contact and physical manipulation perception based conclusions.
Experience difficulty putting experiences into words
Rapid language growth
Explore writing in the form of scribbles, letter-like forms, or invented spelling
Egocentric
Love being read to and cannot hear their favorite tales often enough
STAGE TWO. EARLY READING (KINDERGARTEN AND FIRST GRADE)
Manipulate objects and ideas mentally
Can reason logically
Have difficulty comprehending underlying principles
Have evolving grasp of the alphabetic principle
STAGE THREE. GROWING INDEPENDENCE (GRADES TWO AND THREE)
Develop evolving fluency
Extensive reading of both fiction and nonfiction
Become more appreciate of stories involving the lives of others
Judge their reading affectively and personally rather than by using standards
May have difficulty explaining why they like a selection
STAGE FOUR. READING TO LEARN (GRADES FOUR THROUGH SIX)
Wide application of word-attack and comprehension skills
Much greater emphasis is placed o grasping information text
Vocabulary and conceptual load increase significantly
Words in listening vocabulary increase
STAGE FIVE. ABSTRACT READING (GRADES SEVEN AND UP)
Can construct multiple hypotheses
Become more elaborate in evaluation of readings and reflect an evolving set of standards for judging
A READING TEACHER HAS TO BE FAMILIAR WITH
FACTORS THAT HELP EMERGENT LITERACY LEARNER’S READING DEVELOPMENT
Background of experience – exposure to various experiences, opportunities (oral expression, listening, writing) and materials
Language facility – opportunities for oral expression (conversation, discussion, oral reports, storytelling, drama, etc), listening, writing
Interest in reading – oral reading, free silent reading, recreational reading, close reading/studyof literature, book, clubs, paperbacks, magazines, and newspapers, poetry reading, poetry collections, etc
Social and emotional development – individual and group communication and participation; structured experiences so the child feels accepted and secure and development desirable attitudes toward himself and others (language is a prime catalyst in social and emotional development).
Physical development – other than good general health, vision and hearing acuity are most important. Auditory discrimination of speech sounds suggests ideas like rhyming words and initial sounds in words. The child’s need to make fine visual discrimination is obvious, suggesting early activities with forms and shapes, and letter recognition, words beginning or ending alike, etc
have poorly developed concept of causation
like the elements of rhyme, repetition, and alliteration
Intelligence– data attest to the importance of mental age, but do not establish a particular point on the mental age-continuum as the pointbelow which children will not achieve success in reading. Pre-reading activities socioeconomic factors, teachers, methods, and materials must be considered in each individual situation.
BEGINNING READING
Who are the beginning readers?
Kinder to grade 1 (Gunning, 2003)
Anyone who have not been taught the conventional reading (Savage, 1994)
A person learning to read in the second language (Folse, 1996)
What are their characteristics?
Problem solvers
Needing plenty of opportunities for choice
Motivated through novelty
Retaining information better if given a chance to master a few things well
Needing TIME for learning
Bringing more than an empty shell to school
When is the right time to teach beginning reading?
A child is never totally unready to read
When learners have achieved unity of their capabilities, abilities with their interests (Hittleman, 1978
Appropriate approach in teaching beginning reading
Balance Reading Instruction in Practice
FOUR CLIFING SYSTEMS IN READING
Start with whole text. Grounding instruction in whole texts provides the basis for meaningful literacy activities. Examples include the shared reading of poems or stories using big books or charts. An active demonstrations of teacher’s own composing and spelling processes extremely powerful, as he or she models at the chalkboard, thinking aloud about what word will come next or how a word is spelled.
Focus on knowledge about the parts for reading and writing. Responding to all texts only at the holistic levels is not enough. Instruction should include a planned, systematic effort to highlight specific textual features and literacy devices as a variety of materials are read, written and discussed over time. Highlighting specific textual features helps children from generalization about language that they can apply to their own independent efforts to read and write.
Return to whole texts for application and practice. Planned opportunities to apply what has been learned about the parts of language allow students to move from simply knowing about a generalization to using that knowledge in a purposeful way. This also acknowledges the fact that isolated language elements behave differently depending context. For example, the letter’s behaves differently when paired with t as opposed to h. words such as lead or wind not only means different things in different contexts, they may be pronounced differently. Effective beginning readers use word meaning and sentence structure, along with sound-letter relationships, to approach unknown words.
The Four-Pronged Approach ( a literature-based integrated approach to learning beginning reading)
The goal of this speech. is the development of:
A genuine love for, habit and enjoyment of reading
Critical thinking skills, starting with noting the important details of a selection, making interpretations, making judgments and valuing.
Oral language and using the grammatical structures correctly.
Decoding and encoding skills
Characteristics:
It is literature-based –uses a story or a poem (aside from spring board for the skills) for developing genuine love for reading
It integrates literature and skills
It is balanced approach – uses whole language approach and explicit instruction
It is made up for components:
Genuine love for books (GLR)
Critical thinking (ICT)
Grammar and oral language development (GOLD): has the following parts
Presentation lesson o introduction – uses use the story as spring board
Teacher modeling or direct instructional
Guided practice
Individual practice
Transfer stage (TS)
How can teachers help improved comprehension?
Assess prior knowledge and help them relate it to new ideas in the texts
Teach words in texts that label schemata important to the writer’s message
Help students sharpen cognitive skills they may need to comprehend the texts
Show students the way writers organize printed text to help them “read the blueprints” more accurately
WHAT ARE EFFECT COMPREHENSION STRATEGIES?
Before Reading – activities that can activate students prior know! Edge, while extending, refining, and sometimes building schemata
Overview – a strategy in which teachers tell students about the selection or assignment prior to reading, serves to activate relevant schemata that students hold in long-term memory and often enrich and refine those schemata. Advance organizers and structured overviews are examples of this strategy.
Vocabulary Preview – a strategy that starts from identifying and reflecting words that may cause problems, then precedes to explaining advance these unfamiliar words to students. Teaching problem words provides “anchors for new information”, provides opportunities to relate familiar concepts to familiar ones, and is one aspect of developing the general background knowledge necessary for comprehension.
Structural Organizer – a strategy that teacher’s students to focus attention on the ways passages are organized. Before students read assignment, teachers should point out the basic rhetorical frame works underlying discourse (enumeration, time order, cause-effect, problem-solution, comparison-contrast), call attention to specific plans of paragraph organization, signals words, main idea sentences, headings, and subtitles.
Student-Centered Study Strategies – PQRST, triple S Technique, K5R, PQ4R, S4R,and PQ5R are some strategies that provide to previewing, student-centered questions, and establishment of purpose, as well during- and post-reading activities.
Teacher-Directed Lesson Frameworks – Directed Reading Activity (DRA), Directed Reading-Thinking Activity (DRTA), Guided Reading Procedure, Reciprocal Questioning (ReQuest) are examples of strategies that give teachers a plan on which they can build lessons while some the students strategies for approaching the texts.
While or During Reading – activities that can guide reader-text interactions, while reading is taking place
Question Answering
Inserted Questions
Immediate Oral Feedback
Time Lines and Charts
Listing main ideas
Outlining
Paraphrasing
Summarizing
After or Post Reading – activities that help students remember new ideas and information, while providing teachers will feedback on how well texts have been understood
Follow-up pre- and during-reading activities
Have students talk about what they read
Have students write about they read
Have students make up tests’ on their reading
Encourage students to respond to reading “creatively”
Teaching Guidelines
Show students what to do before they begin to read in order to improve their comprehension.
Plan activities to promote active involvement with texts while students read
Help students sharpen, develop and remember their interpretations of a text with appropriate after-reading activities.
Take steps to help students internalize instructional strategies so that they become for them learning strategies.
Steps in Applying Selected Strategies
Vocabulary Previews
Check the assignment and list words that may be important for students to understand.
Arrange these in a schema that shows the interrelationships particular to the learning tasks.
Add to this schema words students probably already understand in order to highlight relationships between the new and the known.
Double-check the overview to make sure that major ideas are clearly shown and in a way that students will understand.
Share the structured overview with students, telling them why words were placed where they were and asking them to contribute other words.
As students read, have them relate other new words and information to the graphic overview.
Directed Reading-Thinking Activity (DRTA)
The teacher has students survey an assignment using titles, headings, and pictures to get a general idea of what the author is discussing. The teacher regularly asks, “What do you think this selection will be about? Why?
The students read up to a point predetermined by the teacher.
The teacher asks similar questions but posed to reflect the reading; that is, “What was it about? Where you correct? Why did you predict incorrectly?
The group then reads on to the next stopping point, once again reading to find answer to their questions
The process continues until the completion of the assignment.
Guided Reading Procedure
Prepare students by explaining important concept, building appropriate background knowledge, and proving directions to the actual reading.
Students read, trying to remember all they can.
Students turn their books over on their desks and repeat all they can remember while the teacher records this on the board
The teacher calls attention to information not remembers and suggests that students reread to discover more.
Students reread.
Their new recollections are now recorded on the board but now in outline form.
The teacher asks more question to help.
Immediate feedback is given to students through a quiz.
Request
Teacher and students read together a section of the text, usually the first sentence.
The teacher closes the book and invites questions from the group.
Next the students close their books and the teacher asks them questions about what they have read.
When the teacher believes that students understand that much of the text, the text section is read and steps 1 and 2 are repeated.
Once students become familiar with Request and with the text, the teacher incorporates predictions (as in DRTA).
The group now reads the remaining sections.
The teacher checks out predictions”were your guesses right? Where do you think you went wrong?
Encouraging Students to talk about what they read
Have students pretend to be television reporters who must sum up a “story” in two minutes.
Students can be encouraged to explain what an in-class reading was all about to other students absent the day it was read.
Teachers can ask, “what do you think are the (four) main important ideas of this text?”
Students can be asked to use the “5W’s plus H” model for some selections.
Other Strategies in reading in the content areas
Clink and Clunk
Click and Clunk is an excellent means to assess what information the students have learned and what information needs to be covered in more dept. This strategy helps students recognize the information they do understand, and assists them in getting the information they need.
Procedure
Students create two columns on their paper and label them “clink’ and “clunk’. Next, have the students read a passage, then list what they really understand (clink) and what they do not understand (clunk).
This strategy allows students to work in small peer groups and go over all the information the teacher would like to cover. The strategy is an excellent way to reinforce information in a variety of ways.
Procedure
First, instruct students to read the text. Following this, divide the class into three groups based on instructional needs.
Assessment
Use teacher observation of information covered during discussion, correct answers on worksheets, and evaluate of information covered in projects to determine students level of comprehension.
Jigsaw
Jigsaw allows students to work with their peers and to learn information from one another. This strategy allows for all members of the class to receive information about an entire section in a text.
Procedure
First, group three to six students in teams. Give each team member a topic on w/c to become an expert.
Assessment
Determine students’ level of comprehension by the correct number of responses in a quiz or through discussion of information presented by each team.
Partner Predictions
This strategy gives students time opportunity to work with their peers and make predictions about as story. Because students are sharing their ideas with a partner, more students will be able to discuss prediction and they will not feel self-conscious about speaking in front of the entire class.
Procedure
First, identity places in the text to stop and predict what might happen next. Then read the title and first portion aloud and ask what students think the story will be about.
Assessment
Through teacher observation and discussion, determine accuracy of student predictions. Monitor the involvement of individual, students during the paired retelling. Discussion can be used to determine students’ level of comprehension by assessing their responses after reading.
Reciprocal Teaching
This strategy allows students to begin to work together and to “teach” each other as they take over the discussion.
Procedure
Begin by dividing the class into small groups. Each group should then read and discuss a short section from the text. After all the groups have completes this, bring entire class together and discuss the information that was covered.
Assessment
Use discussion, quizzes, and observation to determine if a material is understood. Observation should include monitoring the involvement of individual students and their responses.
Think-Pair-Share/ Think-pair-square
This partner or group activity that allows students to work together to check for comprehension.
Procedure
After reading story or selection of text, students should think of things they already know, decide what the reading reminds them of, and determine what might happen next.
Assessment
Use discussion, quizzes, or tests during or following the activity. Discussion can be used to determine their responses after reading. Encourage responses from students who appear off tasks.
Part II – Analyzing Test Items
Directions: Read and analyze each item and select the correct answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice your answer sheet.
Mrs. Manuel believes in the power of environmental print to develop of pupils’ sight word recognition, print orientation, and even comprehension in a meaning way. Which of the following materials is NOT an example of environmental print?
Old boxes of powdered print?
Chocolate bar wrappers
Car stickers
Big books
Ms. Custodio teaches preschool. She is preparing to employ a shared book experience activity for her kindergarteners. Which of the following giving materials should Ms. Custodio probably need?
Flash cards
Big books
Basal texts
Word lists
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?
Assessment of reading comprehension
Assessment of spelling ability
Concepts about print test
Vocabulary test
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?
Bottom-up model C. Interactive model
Top-down model D. Schema model
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’s class?
Pre-school C. Intermediate
Primary D. High School
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. Marauda show?
Bottom-up model C. Interactive model
Top-down model D. Schema model
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 learner?
Provide students with a guide for reader-text interactions.
Have students write about what they have read.
Give them comprehension questions.
Let them rest for a while.
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.
Emotional/social development
Physical development
Interest in reading
Intelligence
Mr. Arcre is a new Grade 1 teacher who is ensure whether the pupils are ready for beginning reading instruction. What must he observe before the begins his lessons?
The pupils are emotionally prepared for social interactions and competition
The pupils have achieved unity of their capabilities with their interests
The learners can respond to simple questions and instructions.
The learners show desired to learn in class
Teacher Millicent knows well that textsor the print material is one factor that affects reading. So she tries to match the text of the ease or difficulty of the students’ comprehension based on the style of writing. What factors does teacher Millicent considered in a choice of reading materials for her class.
Organization C. Readability
Format D.Content
Ms. Morallos teaches 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 in evaluation. What approach to teaching is reflected in Ms. Morallos’ practice?
Indirect Instruction C.Intrinsic Instruction
Explicit Instruction D.Independent Instruction
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?
Learners become purposive when they set their own questions while reading
Teachers become confused by the questions asked by the learners
Teachers find time to review the questions of the learners
Learners feel important when they make question
Mr. Gutierrez is planning to have a list of 200 words in science for the school’s vocabulary development program. After going through all the 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?
High frequency words C. High utility words
Content area words D. Difficult words
Mr. Malaya is teaching a 3rd year high school 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?
Getting main idea C.Reciprocal teaching
Sequence events D.Rhetorical patterns of expository texts
Which of the following beliefs is consistent with the bottom-up perspective in reading?
A reader could read a text when he uses his prior knowledge to make sense of the text
A reader could read a text when she selects only the meaningful segments in the text
A reader could read a text when she relates the text to other texts previously read
A reader could read a text when he can translate the visual symbols to their aural equivalent
Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing with unfamiliar words?
Inferencing C.Predicting outcomes
Structural analysis D.Using contextual clues
Before a reader could read the WORD, he must learn to read the WORD first. What does this simply?
Students or readers must know the names of the letter first before they will know what the word means
Readers must know the sounds of the letters first before they will know what the word means
Words are only representations of the concepts that the child or reader knows before encountering the print
The text supplies the readers with the necessary knowledge they need to make sense of the print
Mr. Velasquez explicitly teachers his students the rhetorical patterns of an information text taken from a science textbook. Which of the following does the teacher want to develop in reader?
Print skill C. Formal schemata
Content schemata D.Vocabulary knowledge
Ms. Robelledos uses the timeline as graphic organizers to teach the readers to understand a given expository text. Which of the following organizational structures might be the one used in the expository of the text’s information?
Cause and effect C.Enumeration description
B.Comparison and contrast D.Sequentialor chronological
Which of the following is the best reason why regression is a good metacognitive reading technique?
Readers use it to search for keywords in a text
Readers use it to read a passage all over again
Readers use it to highlight important lines in the text for retrieval purposes
Readers use it to monitor comprehension when the text seems not to make sense
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?
Scanning C. Close Reading
Skimming D. Careful slow reading
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 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?
Explicit phonics
Basal approach
Embedded phonics
Language experience approach
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?
Whole-language approach
Language experience approach
Literature based approach
Phonics approach
Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns. Which of the following reasons DOES NOT justify such activity?
Setting a purpose foe reading
Activating prior knowledge
Confirming, revising or rejecting an earlier assumption about a topic
Sharing assumptions related to the topic of the text to be read
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 a lesson. Which of the following activities should he provide the students so he could achieve his aim?
Unlocking of vocabulary words by finding their meaning in the dictionary
Asking the students to write story impressions out of the posted pictures of scenes taken from the story to be read
Pronouncing five unfamiliar vocabulary words that will be encountered in the story
Asking the students to list down certain experiences they had, which may be related to the main character in the story to be read.
PART III – ENHANCING TEST TAKING SKILLS
Direction: Enhance your test taking skills by answering the items below. Write only the letter of the best answer.
Which of the following results of an IRI graded reading passages is used to predict a learner’s functional reading level?
Scores in a series of spelling tests
Number of words correctly pronounced per minute
Percentage of oral reading miscues and sight word recognition scores
Percentage of oral reading miscues and percentage of correct answers to comprehension question
Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short stories for children. Which of the following lessons does her the students to better understand?
Author’s use of figurative language
Author’s point of view
Use of text structure
Tone and mood
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 Robert?
Constructing mental maps and graphic organizers
Answering comprehension questions using QAR
Phonemic awareness activities
Spelling drills and games
Among native speakers of English, students from grade 7 and up are supposed to be ready for abstract reading. What does this imply?
Learners on this stage are able to grasp information texts
Learners on this level can construct multiple hypothesis
Readers on this stage can manipulate objects and ideas mentally
Readers on this level judge affectively and personally than by using standard
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 reading situations in the meaning-making process. What factor does the interactive model consider in the reading process?
Outcome
Task
Context
Purpose
The four-pronged approach upholds the holistic and balanced instruction in beginning reading. Which of the following principles characteristics the most important characteristics of this approach?
The inclusion of critical thinking skills after reading
The development of genuine love for reading
The integration of whole language, literature, and explicit instruction
The heavy emphasis on grammar and oral language development
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 experience so that they develop rich vocabulary. What beliefs does the teacher manifest in this situation?
Word meaning aid textual understanding
Word pronouncing builds comprehension
Word knowledge is learned best in isolation
Word familiarity is gained in the classroom
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 reading activity that Teacher Samantha can give her students?
Invite resource person to discuss the content of the material
Prepare reading road maps to guide reader-text interactions
Instruct them to write reflection journals on their notebook
Check understanding by asking post-reading question
Mr. Siruet is a science Teacher in Ilocos. He strongly believes that devoting 10-15 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 last explanation for Mr. Siruet’s reading practice?
Science is one subject that calls for inquiry and discovery
Science class does not require actual reading time in class
Time can be spent in more meaningful hands-on activities
Experience with print enriches vocabulary and understanding of science concepts
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 active his pupil’s background knowledge?
Ask several critical questions
Make the pupils prepare an outline
Unlock difficult words by using the dictionary
Present advance organizer of the topic
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?
Insert questions in selected parts of the text as guide
Make students fill in the blanks on the structured overview
Let students fill in the l column of the KWL chart
Leave students to do what they want in reading silently by themselves
As a post-reading activity in any content-area reading class, which of the following should be avoided by the teacher?
Have students talk about what they read
Ask questions to score comprehension
Have students prepare make up test on their reading
Go back to the anticipation guide for some correction
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 ff. activities will be done achieve this goal?
Have the reading of the text be done at home
Make them read silently
Allow students to ask questions
Practice oral reading for fluency
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 students to segments 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 ff. vocabulary strategy did the teacher use to help students arrive at the meaning of the unfamiliar word?
Semantic feature analysis
Semantic mapping
Structural analysis
Context clues
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. Which of the ff. strategies do you think did Ronald do to decide why he does not need it?
Scanning
Skimming
Close reading
Careful slow reading
Which of the ff. words BEST lends itself to the teaching of structural analysis as a strategy to unlock the meaning of an unfamiliar word?
SPECIAL B. Preschool C. Happiness D. Undesirable
Belinda is having a difficultly comprehending the novel, “Florante at Laura”, because the author’s narration seems to be different than the actual order or events that have happened in the story which strategy should the teacher model to Belinda so she would be able to understand the text?
Making a Venn diagram
Constructing a timeline
Rereading the text
Listing the events
Which of the ff. activities BEST develops creative reading?
Sounding at words while reading
Giving an alternative ending for a story read
Looking at the author’s biography
Rejecting the premises of the author
Which of the ff. activities should be the last option for a metacognitive reader if he does not make sense of the expository text he is reading?
Sounding out each word while reading the text
Questioning a detail that seems confusing
Rereading a part that suggest multiple meaning
Constructing a graphic organizer for the text
Mr. Javier has just ended the silent reading actively 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?
Who are the characters in the story
Why did the characters end up not to be successful?
Would it be unfair tale with sad ending after the princess meets the prince? Why?
If I were to write another beginning of this selection. How would I start this story/
Mrs. Corazon wants her student’s responds 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?
Writing a summary of the story read
Writing a letter to a character in the story
Listing down the events that happened in the story
Answering comprehension about the story
Which of the following activities is NOT appropriate in helping readers develop organizational comprehension of expository texts?
Outlining
Creating and using graphic organizers
Unlocking vocabulary words through context
Identifying the topic, main idea, and supporting details
When Brylle read the sentence, “The bankruptcy made a run on the bank” he thought that literally ran on the bank. What explains this phenomenon?
The reader lacks auditory perception
The reader lacks sight word recognition
The reader has inadequate proficiency in listening and speaking
There is a mismatch between the reader and writer’s field of experiences
Mr. Jazmin prepared controversial statements, which are taken from the social studies text that she is about to teach to her students. After this when she met her class, she made them agree or disagree to the statements and made them explains their reasons before they finally read the text. What does the teacher clearly demonstrate in this situation?
Reading through elaboration strategies
Reading through organizational strategies
Reading through preparation strategies
Reading through metacognitive strategies
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 difficult plotting the details of these texts when asked to convert the ideas into graphical representations. What should Mr. Manantan’s teach and model?
The use of elaboration strategies
The use of organizational strategies
The use of preparation strategies
The use of metacognitive strategies
KEY TO CORRECTION
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