LET Reviewer Professional Education Prof. Ed.: Developmental Reading Part 2

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Below is the LET Reviewer for Professional Education Prof. Ed.: Developmental Reading Part 2.

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 1

1. Which of the following results of an IRI graded reading passages is used to predict a learner’s functional reading level?
a. Scores in a series of spelling tests
b. Number of words correctly pronounced per minute
c. Percentage of oral reading miscues and sight word recognition scores
d. Percentage of oral reading miscues and percentage of correct answers to comprehension questions.

2. Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short stories for children. Which of the following reasons does she want to students to better understand?
a. Author’s use of figurative language
b. Author’s point of view
c. Use of text structure
d. Tone and mood

3. Mr. Salvador notices that his student, Robert cannot decode sight words that are supposed to be easy for students of his age. Which of the following activities, then, should Mr. Salvador provide to Robert?
a. Constructing mental maps and graphic organizers
b. Answering comprehension questions using QAR
c. Phonemic awareness activities
d. Spelling drills and games

4. Among native speakers of English, students from Grade 7 and up are supposed to be ready for abstract reading. What does this imply?
a. Learners on this stage are able to grasp informational texts.
b. Learners on this level can construct multiple hypotheses.
c. Readers on this stage can manipulate objects and ideas mentally.
d. Readers on this level judge affectively and personally than using standard.

5. All the three reading theories recognize the role of the reader and the text in the comprehension process. However, only the interactive model accounts for the role of the reading situation in the meaning-making process. What factor does the interactive model consider the reading process?
a. Outcome
b. Task
c. Context
d. Purpose

6. The four-Pronged Approach upholds the holistic and balanced instruction in beginning reading. Which of the following principles characterizes the most important characteristic of this approach?
a. The inclusion of critical thinking skills after reading
b. The development of genuine love for reading
c. The integration of whole language, literature and explicit instruction
d. The heavy emphasis on grammar and oral language development

7. The reader’s prior knowledge plays a vital role in negotiating meaning and transaction with the text. To enhance the schemata of the learners, Teacher Arabella exposes her Grade 2 pupils to the pragmatic use of language in their day to day life experiences so that they develop rich vocabulary. What belief does the teacher manifest in this situation?
a. Word meanings aid textual understanding.
b. Word pronunciation builds comprehension
c. Word knowledge is learned best in isolation.
d. Word familiarity is gained in the classroom.

8. In one Grade 6 reading class in public school, Teacher Samantha conducts a regular 10 minute silent reading of an expository text in Science. What is the best silent reading activity that Teacher Samantha can give her students?
a. Invite resource person to discuss the content of the material.
b. Prepare reading road maps to guide reader-text interactions.
c. Instruct them to write reflection journals on their notebook.
d. Check understanding by asking post-reading questions.

9. 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 best explanation for Mr. Siruet’s reading practice?
a. Science is one subject that calls for inquiry and discovery.
b. Science class does not require actual reading time in class.
c. Time can be spent in more meaningful hands-on activities.
d. Experience with print enriches vocabulary and understanding of Science concepts

10. Teacher Jeremiah is planning an integration lesson using Social Studies text for his Grade 5 English class. Which of the following is the best thing to do to activate  his pupils’ background knowledge?
a. Ask several critical questions.
b. Make the pupils prepare an outline
c. Unlock difficult words by using the dictionary
d. Present advance organizer of the topic

11. Mrs. Yelena handles Grade 4 classes in Makabayan. Before conducting any discussion, she makes sure that her pupils have read the text by allotting 7-10 minutes of silent reading in the classroom. Which of the following should NOT be done by Ms. Yelena during the silent reading activity?
a. Insert questions in selected parts of the text as guide.
b. Make students fill in the blanks of the structured overview.
c. Let students fill in the L column of the KWL chart.
d. Leave students to do what they want in reading silently by themselves.

12. As a post-reading activity in any content-area reading class, which of the following should be avoided by the teacher?
a. Have students talk about what they read.
b. Ask questions to score comprehension.
c. Have students prepare make up test on their reading.
d. Go back to the Anticipation Guide for some correction.

13. Reading in the content area aims to help students make sense of the text and negotiate meaning as readers actively interact with the text. Which of the following activities will best achieve this goal?
a. Have the reading of the text be done at home
b. Make them read silently.
c. Allow students to ask questions.
d. Practice oral reading for fluency.

14. A student asked the teacher to tell him the meaning of the word “disetablishmentarianism”, which is found in the text that the student read. Instead of explicitly stating the meaning of the word, the teacher asked the student to segment the word and look for its base word, prefix, and suffixes so that they may construct the meaning of the word through these word parts. Which of the following vocabulary strategy did the teacher use to help the students arrive at the meaning of unfamiliar word?
a. Semantic feature analysis
b. Semantic mapping
c. Structural analysis
d. Context clues

15. Ronald is about to buy a book. After taking a book from the display shelf, he looked at the title, opened it and looked at the table of contents, then the summary found at the back cover. He realized that what he took from the shelf is not what he needs. Which of the following strategies do you think did Ronald do to decide why he does not need it?
a. Scanning
b. Skimming
c. Close reading
d. Careful slow reading

16. Which of the following words BEST lends itself to the teaching of structural analysis as a strategy to unlock the meaning of an unfamiliar word?
a. Special
b. Preschool
c. Happiness
d. Undesirable

17. Bejinda is having a difficulty comprehending the novel, “Florante at Laura”, because the author’s narration seems to be different than the actual order of events that have happened in the story. Which strategy should the teacher model Belinda so she would be able to understand the text?
a. Making a Venn diagram
b. Construction a timeline
c. Rereading the text
d. Listing the events

18. Which of the following activities BEST develops creative reading?
a. Sounding out words while reading
b. Giving an alternative ending for a story read
c. Looking at the author’s biography
d. Rejecting the premises of the author

19. Which of the following activities should be the last option for the metacognitive reader if he does not make sense of the expository text he is reading?
a. Sounding out each word while reading the text
b. Questioning a detail that seems confusing
c. Rereading a part that suggest multiple meanings
d. Constructing a graphic organizer for the text

20. Mr. Javier has just ended the silent reading activity he provided for his students and he deems to necessary to discuss the story. If he wants to model critical reading to his students, which question should he likely ask himself?
a. Who are the characters of the story?
b. Why did the main character end up not to be successful?
c. Would it be unfair to close a fairy tale with a sad ending after the princess meets the prince? Why?
d. If I were to write another beginning of this selection, how would I start this story?

21. Mrs. Corazon wants her students to respond creatively to the story they have just read in the class. Which of the following activities should be provided for the students so that she could achieve her aim?
a. Writing a summary of the story read
b. Writing a letter to a character in the story
c. Listing down the events that happened in the story
d. Answering comprehension questions about the story

22. Which of the following activities is NOT appropriate in helping readers develop organizational comprehension of expository texts?
a. Outlining
b. Creating and using graphic organizers
c. Unlocking vocabulary words through context
d. Identifying the topic, main idea, and supporting details

23. When Brylle read the sentence, “The bankruptcy made a run on the bank”, he thought the bankruptcy literally ran on the bank. What explains this phenomenon?
a. The reader lacks auditory perception
b. The reader lacks sight word recognition
c. The reader has inadequate proficiency in listening and speaking.
d. There is a mismatch between the reader and writer’s field of experiences.

24. Ms. Jazmin prepared controversial statements, which are taken from the social studies text that she is about to teach to her students. After this, when she met her class, she made them agree or disagree to the statements and made them explain their reasons before they finally read the text. What does the teacher clearly demonstrate in this situation?
a. Reading through elaboration strategies
b. Reading through organizational strategies
c. Reading through preparational strategies
d. Reading through metacognitive strategies

25. Mr. Manantan’s assessment of his students clearly reveals that they lack proficiency in identifying the structure of different types of expository texts and they have a difficulty plotting the details of these texts when asked to covert the ideas into graphical representations. What should Mr. Manantan teach and model?
a. The use of elaboration strategies
b. The use of organizational strategies
c. The use of preparational strategies
d. The use of metacognitive strategies

Answers: 1D 2A 3C 4B 5C 6B 7A 8B 9D 10D 11D 12B 13C 14C 15B 16D 17B 18B 19A 20C 21B 22C 23D 24C 25B

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