6. In this type of reading, the learner chooses a book to read and quietly gets on with reading it. a. Shared reading b. Guided reading c. Independent reading.
4. For speed reading courses to work well with learners of English as a second or foreign language, the reading material needs to_____________.
a. be well within the learners’ level of proficiency. b. contain unknown vocabulary. c. contain unknown grammatical features.
7. Learning phonics is learning the systematic relationships between _________and _______. a. written letters / sounds b. sentences / paragraphs c. letters / words.
8. Young native speakers learning to read have an oral vocabulary size of around_____ words. a. 5000 b. 50000 c. 500.
9. Which of the following languages do not follow the alphabetic principle? a. French b. Maori c. Chinese.
10. Which of the following does not correspond to the writing activities that can help with spelling? a. Dictation b. Delayed copying c. Listen and speak from memory.
11. Which of the following writing conventions corresponds to the English language?
b. The pages go from front to back. a. Writing goes from right to left. c. The lines of writing come one under the other starting from the bottom to the top of the page.
12. In this activity, learners look at a word, close their eyes and try to see the spelling of the word in their mind. If a part of a word is particularly difficult to remember, learners have to try to think of that part in a striking color such as red.
a. Tests b. Visualizing c. Using analogies.
13. These letters should not be learned at the same time as they are likely to interfere with each other. a. Letters of different shapes b. Letters of similar shapes
c. Letters such as A, B, M.
14. In this activity the learner writes a list of words that are difficult to spell down the left-hand side of the page. The first letter or two of each word is written next to it. The words are studied and the covered and each word is written from memory using the first letter clue. The first letter is written again so that the activity can be repeated. a. Using analogies b. Using word parts c. Cover and retrieve.
15. Which of the following statements about comprehension questions is not correct? a. Comprehension questions are general rather than local. b. Comprehension questions direct learners’ attention to the reading text. c. It is difficult to make good comprehension questions.
16. It is an integrated strategy approach to reading comprehension. a. Concept-oriented reading instruction b. Reciprocal teaching c. Standard reading.
17. A _________ can check vocabulary, sentence structure, inference, supposition, and many other things. a. question b. word c. technique.
18. One of the goals of this type of reading is comprehension of the text.
a. Intensive reading b. Extensive reading c. Non-prose reading.
19. These are one of the language teaching techniques most frequently used to train learners in reading.
a. Comprehension questions b. Topic types constituents c. Grammatical features.
20. This involves applying ideas from the text to solve problems, applying the ideas in the text to personal experience, comparing ideas in the text with other ideas from outside the text, imagining extensions of the text, and fitting the ideas in the text into a wider field as in a review of the literature. a. Literal comprehension of the text b. Using the text for other purposes in addition to understanding c. Responding critically to the text.
21. This involves understanding what the text explicitly says.
a. Drawing inferences from the text b. Using the text for other purposes in addition to understanding c. Literal comprehension of the text .
22. It occurs when something which is structurally necessary is left unsaid. It is very common in dialogue but it is also found in some written text. a. Substitution b. Ellipsis c. Reference words.
23. “Quickly give the meaning of the word by using a translation, picture, diagram, demonstration, or L2 definition. This is a technique used for ___________. a. High frequency vocabulary b. Low frequency vocabulary c. High frequency and low frequency vocabulary.
24. Words like HE, SHE, HIS, THIS, THAT, THESE, THOSE, IT, ITS, and WHICH are examples of ___________.
a. Substitution b. Reference words c. Ellipsis.
25. “Spend time on a word during the reading looking at several aspects of its forms, meaning and use” is a technique used for ______________.
a. High frequency vocabulary b. Low frequency vocabulary c. High frequency and low frequency vocabulary.
26. “Does every word get a fixation?” is an example of ____________.
a. Yes/no question b. Pronominal question c. Information transfer.
27. If an extensive reading programme is to be successful, it must provide _______ that learners are interested in reading or that will develop their interest in reading. a. books b. programs c. activities.
28. According to Hu and Nation (2000), “Extensive reading can only occur if ______ percent of the running words in a text are already familiar to the learner or are no burden to the learner.” a. 95 to 98 b. 20 to 25 c. 50 to 55.
29. For learners of English to do extensive reading at the elementary and intermediate stages of proficiency, it is essential that they read _____ that have specifically prepared for learners of English. a. Graded readers b. Grammar items c. Oral book reports.
30. They typically cover a range of levels beginning at around 300-500 words and going to around 2000-2500 words.
a. Graded readers b. Grammar items c. Oral book reports.
31. It involves providing the meaning of words in L1 or in a simple L2 definition in the margin next to the line containing an unknown word.
a. Glossing b. Elaboration c. Computer-assisted reading.
32. It involves the rewriting of texts but it involves adding to the original text rather than removing or replacing what is there. a. Glossing b. Elaboration c. Computer-assisted reading.
33. Complete the following statement: Paired reading is a. an adaptation of the 4/3/2 speaking activity for reading aloud. b. a form of assisted reading. c. an activity that encourages learners to work with a larger basic unit.
34. According to Rayner (1998), a skilled reader reading at around 250-300 words per minute makes around________.
a. 90 fixations per 100 words b. 50 fixation per 90 words c. 70 fixation per 120 word.
35. Complete the following statement: A good oral reading speed is around_________ a. 150 per minute b. 250 per minute c. 500 per minute.
36. The typical measure for all kinds of fluency tasks is words per ____________________________. a. Seconds b. Minutes c. Hours.
37. Which of the following does not correspond to the physical symptoms of slow reading? a. Spending a short time on each fixation or on some fixations. b. Making many regressions to look back at what has already been read. c. Fixation on units smaller than a word, thus making several fixations per word.
38. If teachers want to monitor the progress of students in reading fluency, they have to use which of the following activities?
a. Reading logs b. Scanning c. Silent reading.
39. Which of the following does not correspond to the reliability features of good comprehension questions? a. The marking must be fair and consistent. b. The questions should be easy to understand c. The sequence of the questions should not make it more difficult to answer them.
40. Which of the following does not correspond to the validity features of good comprehension questions?
a. Answering the questions should require reading of the text. b. The questions should measure reasonable comprehension. c. The learners should know how to go about answering the questions.
1. Which of the following principles for teaching reading corresponds to language-focused learning? b. Practice and training in reading should be done for a range of reading purposes. a. Reading should be related to other language skills. c. Learners should be helped to develop the skills and knowledge needed for effective reading.
5. It is a very limited and clearly defined area, involving only 26 letters and a definable set of combination of letters a. Spelling b. Listening c. Reading.
6. Phonemic awareness and letter knowledge are the two best predictors of how well first language children just entering school will do at learning to _______ during the first two years of school.
a. write b. read c. speak.
8. If a teacher wants to do some phonics instruction, it is important to know the most useful English _______. a. rules b. sentences c. letters.
9. It may be most effective to teach learners how to write the letters rather than just________________. a. rely on reception b. understand them c. copy them.
10. In this activity, learners look, look away, and write from memory. a. Tracing over letters b. Repeated copying of letters of the alphabet c. Delayed copying.
13. How many types of action are involved when people read? a. 5 b. 4 c. 3.
4. These are questions beginning with who, what, when, etc. a. Yes/no questions b. Pronominal questions c. Multiple-choice questions.
16. These need short answers so the learners do not need to have a high level of writing skill. a. Pronominal questions b. Yes/no questions c. Sentence completion.
17. After the learners read the passage they write a short composition about one-quarter of the length of the passage containing all the main ideas that are in the passage. This is called ___________. a. A précis b. Translation c. Information transfer.
18. Which of the following statements about a good reading exercise is not correct? a. It directs the learners’ attention to the reading text. b. It provides the teacher and the learners with useful information about the learners’ performance on the exercise. c. It is difficult to make.
19. This involves considering the quality of the evidence in the text, evaluating the adequacy of the content of the text, evaluating the quality of expression and clarity of language of the text, expressing agreement or disagreement with the ideas in the text, and expressing satisfaction or dissatisfaction with the text. a. Drawing inferences from the text b. Using the text for other purposes in addition to understanding c. Responding critically to the text.
21. “What is a saccade?” is an example of___________.
a. Yes/no questions b. Pronominal questions c. Sentence completion.
22. This activity involves simplifying sentences.
a. What does what? b. Part of speech c. Coordination.
24. This exercise makes the learners look for the noun-verb relationships that are often not clearly seen because of the word order of a passage. The learners need to ask themselves the question “What is what? in order to see these relationships a. What does what? b. Part of speech c. Coordination.
25. “Put the word in an exercise after the text. Such exercises can include completing word family tables, matching words and meanings, classifying collocational patterns, and working out core meanings.” This is a technique used for ___________ . a. High frequency vocabulary b. Low frequency vocabulary c. High frequency and low frequency vocabulary.
28. Extensive reading is a form of learning from ____________________. a. Meaning-focus input b. Meaning-focus output c. Language-focus learning.
29. In order to know at what level learners should begin reading, it is useful to measure their__________________. a. English level b. Receptive vocabulary size c. Language limitations.
30. In an extensive reading programme, __________ should be the main activity. a. reading b. discussion groups c. completing comprehension tests.
34. According to Rayner (1998), a skilled reader makes around __________ regressions in every 100 fixations.
a. 35 b. 25 c. 15.
38. In this activity learners read a text with the time being recorded by a stopwatch. After exactly one minute the teacher says “Stop!”, and the learners mark where they reached in the text. They then count how many words there are up to that point. a. One minute reading b. Reading logs c. Read-and-look-up.
1. Which of the following principles for teaching reading does not correspond to fluency development? a. Learners should enjoy reading and feel motivated to read. b. Learners should read a lot. c. Learners should be given training and practice in integrating a range of strategies.
The purpose of this activity is to get the learners to find the fun element in reading. In this activity, this fun comes from the interesting story; the interaction between the teacher and the learners in predicting and commenting on the story, and the rereading of favorite stories. a. Guided reading b. Independent reading c. Shared book activity.
The best-known kind of fluency development is……. a. Intensive reading b. Extensive reading c. Speed reading.
Which of the following is a prerequisite for learners to be able to benefit from instruction on spelling rules? a. Know all the letter shapes b. Know complex English writing conventions c. Be aware that words are made up of separable sounds.
Learners who are not literate in their first language, or whose language uses a different writing system, may need to_____________________. a. learn to recognize the letter shapes. b. avoid the recognition of letter shapes. c. avoid the use of letter shapes.
Being familiar with spelling-sound correspondences can be seen as a receptive skill since it relates to the receptive skill of _________. a. Reading b. Writing c. Speaking.
10. It may be most effective to teach learners how to write the letters rather than just________________.
a. rely on receptio b. understand them c. copy them.
15. It focuses on comprehension of a particular text with no thought being given to whether the features studied in this text will be useful when reading other texts. a. Extensive reading b. Intensive reading c. Speed reading.
. It is an integrated strategy approach to reading comprehension. a. Concept-oriented reading instruction b. Reciprocal teaching c. Standard reading.
20. The classic procedure for _________ is the grammar-translation approach where the teacher works with the learners, using the first language to explain the meaning of a text. a. Extensive reading b. Intensive reading c. Speed reading.
21. Knowing about conjunction relationships helps learners to___________________. a. find the main idea in a paragraph b. make sense of sentences by giving them practice in recovering the missing parts. c. break a word into parts.
22. These are one of the language teaching techniques most frequently used to train learners in reading. a. Comprehension questions b. Topic types constituents c. Grammatical features.
24. This activity involves simplifying sentences. a. What does what? b. Part of speech c. Coordination.
1. Which of the following principles for teaching reading corresponds to meaning-focused input? a. Practice and training in reading should be done for a range of reading purposes. b. Reading should be related to other language skills. c. Learners should be helped to develop the skills and knowledge needed for effective reading.
3. Which of the following is not a synonym for extended independent reading?
a. Sustained silent reading b. Drop everything and read c. Blown-up.
5. Being able to recognize written forms and to connect them with their spoken forms and their meanings is an essential part of the______________skill. a. writing b. reading c. speaking.
6. Learners who are not literate in their first language, or whose language uses a different writing system, may need to_____________________. a. learn to recognize the letter shapes. b. avoid the recognition of letter shapes. c. avoid the use of letter shapes.
8. ____________ is difficult. Although there are many rules, there are also many irregularities and decision points where competing rules need to be chosen.
a. English spelling b. Developing fluency c. Learning the alphabetic principle.
9. If learners have poor spelling skills, they will typically avoid ________ tasks. a. writing b. listening c. reading.
12. In this activity the learner writes a list of words that are difficult to spell down the left-hand side of the page. The first letter or two of each word is written next to it. The words are studied and the covered and each word is written from memory using the first letter clue. The first letter is written again so that the activity can be repeated.
a. Using analogies b. Using word parts c. Cover and retrieve.
14. This involves systematically deleting unimportant parts of the text and then using what is left. a. Summary by deletion b. Translation c. Information transfer.
17. This involves considering the quality of the evidence in the text, evaluating the adequacy of the content of the text, evaluating the quality of expression and clarity of language of the text, expressing agreement or disagreement with the ideas in the text, and expressing satisfaction or dissatisfaction with the text.
a. Drawing inferences from the text b. Using the text for other purposes in addition to understanding c. Responding critically to the text.
18. Knowing about conjunction relationships helps learners to___________________. a. find the main idea in a paragraph b. make sense of sentences by giving them practice in recovering the missing parts. c. break a word into parts.
22. “A skilled reader makes around________ fixations per minute” is an example of_______. a. Sentence completion b. Précis c. Information transfer.
30. During extensive reading learners should be interested in ___________________. a. learning the language features of the text. b. learning the language features of the text rather than on what they are reading and should be reading with their attention on the meaning of the text. c. what they are reading and should be reading with their attention on the meaning of the text rather than on learning the language features of the text.
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