BOARD LICENSURE EXAMINATION FOR PROFESSIONAL TEACHERS (BLEPT)

Developmental Reading

NAME: ______________________________________________________SCORE:__________________

DIRECTIONS: Read and understand each item that follows. Then, identify what is being asked or described.
Write only the CAPITAL LETTER that corresponds to your choice before each number.

1. 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

2. 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 b. Answering comprehension questions using

organizers QAR
c. Phonemic awareness activities d. Spelling drills and games

3. 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

4. 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 b. The development of genuine love for
reading reading
c. The integration of whole language, d. The heavy emphasis on grammar and oral
literature and explicit instruction language development

5. 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

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c. Word knowledge is learned best in d. Word familiarity is gained in the classroom
isolation

6. 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 b. Prepare reading road maps to guide
content of the material reader-text interactions
c. Instruct them to write reflection journals d. Check understanding by asking post-
on their notebook reading questions

7. 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 b. Science class does not require actual
and discovery. reading time in class.
c. Time can be spent in more meaningful d. Experience with print enriches vocabulary
hands-on activities. and understanding of Science concepts

8. 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 d. Present advance organizer of the topic
dictionary

9. 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 b. Make them read silently.
home
c. Allow students to ask questions. d. Practice oral reading for fluency.

10. 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?

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a. Semantic feature analysis b. Semantic mapping
c. Structural analysis d. Context clues

11. 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
e.
12. 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

13. 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 d. If I were to write another beginning of this
a sad ending after the princess meets the selection, how would I start this story?
prince? Why?

14. 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 d. Answering comprehension questions
the story about the story

15. 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 d. There is a mismatch between the reader
listening and speaking. and writer's field of experiences.

16. 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
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17. 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

18. 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?

a. Pre-school b. Primary
c. Intermediate d. High School

19. 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

20. 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- b. Have students write about what they have
text interactions. read.
c. Give them comprehension questions d. Let them rest for a while

21. 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 d. Intelligence

22. 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 b. The pupils have achieved unity of their
social interaction and competition. capabilities with their interests.
c. The learners can respond to simple d. He learners show desire to learn in class.
questions

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23. 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?

a. Organization b. Format
c. Readability d. Content

24. 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

25. 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 event

c. Reciprocal teaching d. Rhetorical patterns of expository texts

26. Which of the following beliefs is consistent with the bottom-up perspective in reading?

a. A reader could read a text when he/she b. A reader could read a text when he/she
uses his prior knowledge to make sense of selects only the meaningful segments in
the text. the text
c. A reader could read a text when he/she d. A reader could read a text when he/she
relates the text to other texts previously can translate the visual symbols to their
read aural equivalent

27. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing
with unfamiliar words?

a. Inferencing b. Structural analysis

c. Predicting outcomes d. Using contextual clues

28. 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

c. Enumeration-description d. Sequential or chronological
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29. 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 d. Sharing assumptions related to the topic of
assumption about a topic the text to be read

30. 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 b. Asking the students to write story

their meaning in the dictionary impressions out of the posted pictures of
scenes taken from the story to be read.
c. Pronouncing five unfamiliar vocabulary d. Asking the students to list down certain
words that will be encountered in the experiences they had, which may be
story related to the main character in the story
to be read

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