In this website you will find the LET Reviewers in General Education (Gen Ed), Professional Education (Prof Ed) and Major Area of Specialization.
In efforts of this portal to attend on requests from PRCBoard Facebook fan page members, we consolidated some of the questions which may likely help out takers during the exams.
- General Education (Gen. Ed.) Reviewer Summary
- Professional Education (Prof. Ed.) Reviewer Summary
- Majorship/ Area of Specialization Reviewer Summary
- How to Pass Licensure Exam? Tips from Board Passers
- LET Coverage of Exams
Below is the LET Reviewer for Professional Education Prof. Ed.: Developmental Reading Part 1.
We encourage readers/ reviewees to use the comment boxes after the article for discussion. Meanwhile, answers are already incorporated below the questions.
SEE ALSO: LET Reviewer in Prof. Ed. Developmental Reading Part 2
1. Mrs. Manuel believes in the power of environment 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 environmental print?
a. Old boxes of powdered milk
b. Chocolate bar wrappers
c. Car stickers
d. Big books
2. Ms. Custodio teaches preschool. She is preparing to employ a shared book experience activity for her kindergartens. Which of the following materials should Ms. Custodio 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?
d. High School
6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as 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-text interactions.
b. Have students write about what they have 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
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 social interaction and competition.
b. The pupils have achieved unity of their capabilities with their interests.
c. The learners can respond to simple questions and instructions.
d. The learners show desire to learn in class.
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?
11. 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 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 their own questions while reading.
b. Teachers become confused by the questions asked by the learners.
c. Teachers find time to review the questions of the learners.
d. Learners feel important when they make 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 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?
a. High frequency words
b. Content area words
c. High utility words
d. Difficult words
14. 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?
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 uses his prior knowledge to make sense of the text.
b. A reader could read a text when he/she selects only the meaningful segments in the text
c. A reader could read a text when he/she relates the text to other texts previously read
d. A reader could read a text when he/she can translate the visual symbols to their aural equivalent
16. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing with unfamiliar words?
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 of the letter first before they will know what the word means.
b. Readers must know the sounds of the letters first before they will know what the word means.
c. Words are only representations of the concepts that the child or reader knows before encountering the print.
d. The text supplies the readers with the necessary knowledge they need to make 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
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 text
b. Readers use it to read a passage all over again
c. Readers use it to highlight important lines in the text for retrieval purposes.
d. Readers use it to monitor comprehension when 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?
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 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?
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 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?
a. Setting a purpose for reading
b. Activating prior knowledge
c. Confirming, revising or rejecting an earlier assumption about a topic
d. Sharing assumptions related to the topic of 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 their meaning in the dictionary
b. Asking the students to write story impressions out of the posted pictures of scenes taken from the story to be read.
c. Pronouncing five unfamiliar vocabulary words that will be encountered in the story
d. Asking the students to list down certain experiences they had, which may be related to the main character in the story to be read
Answers: 1D 2B 3C 4A 5A 6B 7C 8C 9B 10C 11B 12A 13A 14A 15D 16B 17C 18C 19D 20D 21A 22D 23D 24C 25B
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