Teaching reading
1. In order to increase the students' reading speed, the teacher should encourage them to practice ........... * c. peripheral reading * Peripheral reading involves focusing on the overall meaning and gist of the text rather than individual words, which helps to increase reading speed.
2. Familiarization in reading stages means reading ........... * c. recombined material * The familiarization stage involves repeated exposure to the same material with slight variations (recombination) to enhance fluency and automaticity.
3. In reading, autonomy is a stage of reading ........... * c. independently * Reading autonomy refers to the ability to read independently, without constant teacher guidance.
**4. The reader has to .......... in searching reading. ** * d. locate specific information * Searching reading is focused on finding specific pieces of information quickly and efficiently.
5. Two major problems of extensive reading are ........... * b. selecting material and getting the students to read * Finding suitable reading materials that are engaging and accessible to students, and motivating them to read independently, are common challenges in extensive reading programs.
**6. Reading comprehension questions are .......... questions. ** * a. either after or before * Comprehension questions can be used both before reading (to activate prior knowledge and set a purpose) and after reading (to assess understanding).
7. In teaching a reading text, which of the following activities on the part of the teacher is NOT useful? * b. Give a summary of the test before students reading the text. * Providing a summary beforehand can deprive students of the opportunity to construct their own understanding of the text.
8. In Rivers , the introduction of "more sustained reading under the guidance of the teacher " relates to stage ........... * c. three * This likely refers to an intermediate stage where students gradually increase their independent reading while still receiving some guidance from the teacher.
**9. Which of the following is an acceptable approach in teaching reading? ** * a. The teacher asking one or two comprehension questions to be answered by the students after they read the target text * This is a common and effective way to assess comprehension and encourage critical thinking.
10. The approach used by fluent readers is normally ........... * c. interactive * Fluent readers utilize both top-down (using background knowledge) and bottom-up (processing the text itself) strategies in a dynamic and interactive manner.
**11. Fluent reading is termed as .......... guessing game. ** * c. psycholinguistic * Fluent reading involves making predictions, anticipating meaning, and using various cognitive processes to understand the text.
12. Reading material should be mainly geared to the ........... * a. needs of the students * Reading materials should be chosen based on students' interests, language levels, and learning goals.
**13. Which statement is NOT acceptable? ** * a. Reading is a receptive passive skill. * Reading is an active and interactive process that requires cognitive engagement.
**14. Which of the following is NOT a good reading strategy? ** * d. Looking up the meaning of all the new words in a dictionary * While dictionary use can be helpful, over-reliance on it can disrupt the flow of reading and hinder overall comprehension.
15. According to some researchers, the most significant factor affecting recall in reading is the ........... * b. reader's background knowledge * Prior knowledge plays a crucial role in understanding and remembering information from a text.
16. Schemata that reflect typical sequences of actions are referred to as ........... * c. scripts * Scripts are mental representations of familiar events or routines (e.g., going to a restaurant, attending a class).
**17. Schema theory assumes that readers use a process of .......... to create meaning from a written or spoken text. ** * d. semantic constructivity * Readers actively construct meaning by integrating the information in the text with their existing knowledge and expectations.
18. In "bottom-up" processing of information ........... * b. thought moves from specific to more general information * Bottom-up processing begins with the basic elements of the text (letters, sounds, words) and gradually builds towards a broader understanding.
19. In "top-down processing" of information, ........... * b. thought operates from a knowledge base to work on pieces of information * Top-down processing relies heavily on prior knowledge and expectations to guide comprehension.
20. Taking a glance at newspaper headlines is a type of .......... * c. skimming * Skimming involves quickly reading a text to get a general overview.
21. One of the goals of the prereading phase of a reading lesson is to .......... * a. activate students' background knowledge * Prereading activities aim to prepare students for the text by connecting it to their existing knowledge and experiences.
**22. Which of the following is NOT true? ** * b. Rehearsal and elaboration of information is carried out in long-term memory. * Rehearsal and elaboration are strategies for transferring information from short-term memory to long-term memory.
**23. Schemata that reflect typical sequences of actions are often referred to as .......... ** * c. scripts * Scripts are mental representations of familiar events or routines.
**24. Reading is a(n) .......... process. ** * a. active * Reading is not a passive reception of information but an active process of constructing meaning.
25. The type of reading which is the most appropriate for reading complicated materials is .......... * c. intensive reading * Intensive reading involves careful and in-depth analysis of a text.
**26. Skilled readers scan a text to ..........information. ** * d. locate specific * Scanning is used to find specific pieces of information quickly within a text.
27. In reading .......... * b. our understanding is based on far more than simple reception of words themselves * Reading involves a complex interplay of linguistic, cognitive, and affective factors.
**28. In the selection of appropriate reading material ........... should not play an important role. ** * **a. linguistic complexity ** * Linguistic complexity is a crucial factor in selecting appropriate reading materials for students.
29. In teaching a reading text, which one of the following activities on the part of the teacher is nor useful? * b. Giving a summary of the text before students read the text. * Providing a summary can deprive students of the opportunity to construct their own understanding.
**30. Bottom-up processing in reading refers to ·········. ** * c. clarifying the linguistic elements of the text * Bottom-up processing focuses on decoding the text, starting with the smallest units (letters, sounds) and gradually building up to larger units of meaning.
**31. Top-down processing refers to the reader or listener ·········. ** * b. moving from The concepts to the linguistic data * Top-down processing uses prior knowledge and expectations to guide the interpretation of the text.
**32. Pre-reading activities are designed to ·········. ** * b. get the learners involved * Prereading activities aim to activate prior knowledge, set a purpose for reading, and motivate students.
**33. The type of reading directed towards the goal of leaning the components of language is based on the .......... approach to reading comprehension. ** * d. bottom-up * The bottom-up approach focuses on decoding and analyzing the linguistic features of the text.
**34. According to .......... meaning does not reside in the text but rather it is created by the reader. ** * a. schema theory * Schema theory emphasizes the active role of the reader in constructing meaning based on their prior knowledge and expectations.
35. Unless students can store, retain and recall information ........... * c. they have not really learned it * Learning involves the ability to store and retrieve information.
36. Shorter passages are harder to understand because ........... * b. they do not contain enough contextual clues * Shorter passages may lack the contextual information needed to activate relevant schemata and support comprehension.
**37. In contrast to the Skills Model of reading, the Psycholinguistic Model suggests that reading is NOT ………. ** * b. function-based * The Psycholinguistic Model emphasizes the interactive and dynamic nature of reading, highlighting the importance of meaning-making and cognitive processes.
Certainly, let's continue with the remaining multiple-choice questions:
**38. According to schema theory, ……… **
**39. The main result of the Coleman Report was the emphasis put on ........... **
**40. The data-driven processing of reading texts is based on ........... **
**41. The approach to reading instruction in which students create their own material for reading is referred to as .......... Approach. **
**42. According to schema theory, ........... **
**43. Reading a text rapidly for its central idea is referred to as ........... **
**44. In reading comprehension, semantic mapping refers to ........... **
**45. Some people describe "reading" as a guess-making game in that ........... **
**46. The conceptually driven processing of reading passages is heavily dependent on .......... **
**47. The criterion that the lexical and structural difficulty of a text should challenge learners without overwhelming them is referred to as .......... **
48. All of the following are most likely used as post-reading activities EXCEPT ..........
49. In the bottom-up processing of reading texts, ..........
**50. According to the psycholinguistic model of comprehension, which statement is correct? **
**51. In top - down processing we take advantage of ....... . **
**52. If learners are reading for information, especially complicated materials, they are engaged in .......... . **
**53. Considering the reading skill, which of the following is not true? **
**54. Disadvantaged children can be taught reading more successfully through ......... **
**55. Which of the following is not considered to be a reading strategy? **
**56. Reading is a/n ………. **
**57. Schema theory assumes that readers use a process of ………. constructivity to create meaning from a written or spoken text which itself has no meaning. **
**58. Which is a good definition of reading according to psycholinguistic theory? **
**59. According to research, which is NOT an effective way of teaching vocabulary and improving concept development in children? **
**60. Results of standardized tests: I. show how well children are reading compared to other children. II. help determine in which reading group a child should be placed. III. determine in which skills students are deficient. IV. are expressed in grade and age scores. ** * **c. I, II, and III only ** * Standardized tests can provide valuable information about a student's reading performance relative to their peers, help guide instructional decisions, and identify areas for improvement.
**61. Recognition of figurative language is an example of a(n) .......... **
**62. If a student constantly repeats words and phrases while reading passages, it can be concluded that (s)he may have .......... problems. **
**63. When tests are used for program evaluation, they can be misinterpreted. Which of the following difficulties can arise when tests are used to assess the efficacy of various instructional techniques? I. Schools may not be similar. II. Teachers can have different styles. III. There is no valid test measuring this concept. IV. The children being taught may be different. ** * **d. I, II and IV only ** * All of these factors can influence test results and make it difficult to accurately assess the effectiveness of different instructional approaches.
**64. Computers have been primarily used in labs or as technological tools outside of the classroom. All of the following probably would result if computers were effectively used as an integral part of the classroom environment EXCEPT .......... ** * d. more emphasis on drill and practice * While computers can be used for drill and practice, their integration into the classroom can also support more engaging and interactive learning experiences.
**65. Most research demonstrates that the auditory function most related to reading is .......... ** * b. sequencing * Strong auditory sequencing skills are crucial for phonological awareness, which is essential for reading development.
66. All of the following are characteristics of good spellers EXCEPT .......... * a. they may substitute other words for those they cannot spell * Good spellers typically have strong phonemic awareness and use a variety of strategies to spell words accurately.
**67. You arbitrarily divide a single test into halves. However, if the performance of a norming sample is significantly different on each part, the test .......... ** * a. is probably measuring different skills * If the two halves of the test yield significantly different results, it suggests that they may be measuring different skills or abilities.
**68. The best approach to use in teaching a student how to spell words such as led, lead and washed would be to .......... ** * a. develop the student's morphological skills * These words differ in meaning and spelling due to morphological differences (e.g., past tense vs. present tense).
69. In teaching reading, it is important to make a distinction between .......... and .......... grammar. * c. linguistic/pedagogical * Linguistic grammar describes the rules of a language as it is actually used, while pedagogical grammar focuses on how to teach grammar effectively to language learners.
70. In a .......... type of information processing , the brain begins with externally received stimuli and analyzes that information to arrive at its final interpretation. * b. bottom-up * Bottom-up processing starts with the basic sensory information and gradually builds up to a higher level of understanding.
71. The type of reading activity in which the students are required to have slow reading for locating information is referred to as ........... * a. scanning * Scanning involves quickly searching for specific pieces of information within a text.
72. The brain organizes its knowledge into related groupings called ........... * b. schemata * Schemata are mental frameworks or representations that organize our knowledge and experiences.
73. According to the psycholinguistic model , ........... * c. reading has no one sequence of skills * The psycholinguistic model emphasizes the dynamic and interactive nature of reading, recognizing that the reading process involves a complex interplay of various cognitive and linguistic processes.
74. The followers of the top-down approach to reading comprehension believe that meaning ........... * a. is the product of the reader interacting with the text * Top-down processing emphasizes the role of the reader's prior knowledge, expectations, and background information in constructing meaning.
75. Schema theory assumes that readers use a process of .......... to create meaning from a written or spoken text. * a. semantic constructivity * Readers actively construct meaning by integrating the text with their existing knowledge and schemas.
76. According to the schema theory, a written or spoken text ........... * b. has no meaning by itself * Meaning is not inherent in the text itself but is created through the reader's interaction with the text and their existing knowledge.
77. The term miscue analysis refers to an approach to identifying students' ........... * d. reading difficulties * Miscue analysis examines the errors (miscues) that students make while reading to identify patterns and understand their reading processes.
78. Bernhardt believes that syntactic simplification of authentic text may ........... * b. hinder comprehension * Oversimplifying authentic texts can distort the original meaning and hinder learners' ability to develop the skills needed to read authentic materials.
79. The two most important criteria to measure readability are ........... * b. length of sentences and paragraphs * These factors, along with vocabulary difficulty, are commonly used to assess the readability of a text.
80. The syntactic details the reader needs in order to extract the important elements of the message are ........... * d. fewer than those needed in producing one's own message in speech * Readers need to process less syntactic information for comprehension than they do for language production.
81. At the familiarization stage of reading development, students........... * a. read the material with the recombinations and variations * The familiarization stage involves repeated exposure to the same material with slight variations to enhance fluency and automaticity.
82. In .......... reading, the reader skims over the surface of the printed matter definitely looking for certain required items. * b. searching * Searching reading is focused on finding specific pieces of information within a text.
83. Schemata that reflect typical sequences of actions are often referred to as ........... * b. scripts * Scripts are mental representations of familiar events or routines (e.g., going to a restaurant, attending a class).
84. As an information processing approach to reading, MURDER stands for ........... * c. mood, understanding, recall, expand and review * MURDER is a mnemonic device for a reading comprehension strategy: Mood, Understanding, Recall, Expand, Review.
85. As a supplementary activity to selective listening, Nida suggests selective ........... * c. reading * Selective reading can complement selective listening by focusing on specific information or aspects of a text.
86. Which of the following methods has proved to be highly successful to teach disadvantaged children how to read? * b. Harrison's structured tutoring * Harrison's Structured Tutoring is a highly effective method for teaching reading to struggling learners, particularly those from disadvantaged backgrounds.
87. The term which is used to denote the method of glancing through a text in order to become familiar with the gist of the content is ........... * a. skimming * Skimming involves quickly reading a text to get a general overview.
88. Two different kinds of complementary reading activities to which students are usually exposed are generally classified as .......... reading. * b. extensive and intensive * Extensive reading focuses on reading for pleasure and fluency, while intensive reading involves in-depth analysis of shorter texts.
89. The ability to read another language with direct comprehension and fluency can be cultivated by ........... * b. selecting material which can be read with ease and enjoyment * Engaging and enjoyable reading materials are crucial for motivating learners and fostering a love of reading.
90. In a .......... approach, the brain initiates processing with a general knowledge of the subject and proceeds to relate the information it already has to the new data it receives. * b. conceptually-driven * Conceptually-driven processing relies heavily on the reader's existing knowledge and schemas to guide comprehension.
91. The process of .......... reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. * c. intensive * Intensive reading involves careful analysis of the text, which can help learners identify and understand difficult grammatical structures, vocabulary, and idioms.
92. According to West , the speed of one's reading depends on how much ........... * a. he wants to get out of the matter * Reading speed is influenced by the reader's purpose for reading. If they are seeking specific information, they may read more quickly than if they are trying to understand the text deeply.
93. Intensive reading material provides the basis for .......... activities. * a. problem solving * Intensive reading activities often involve critical thinking, analysis, and problem-solving skills.
94. The emphasis on contemporary material of varied origins applies more particularly to the student's .......... reading. * d. extensive * Extensive reading programs often emphasize authentic and diverse materials to expose learners to real-world language use.
95. In the reading approach, ........... * b. translation is a respectable classroom procedure * While translation can be a useful tool in some situations, the focus in many modern language teaching approaches is on developing direct comprehension in the target language.
96. Reading speed is specially important for students who ........... * b. need to hunt for information in print * Reading speed is crucial for efficient information gathering in academic and professional contexts.
97. Skimming is handy for people who ........... * d. need to hunt for information in print * Skimming is a quick way to locate specific information within a text.
98. According to the top-down processing view,........... * a. reading is a meaning-centered activity * Top-down processing emphasizes the importance of the reader's prior knowledge and expectations in constructing meaning.
99. Schema theory assumes that readers use a process of .......... to create meaning from a written text. * c. semantic constructivity * Readers actively construct meaning by integrating the text with their existing knowledge and schemas.
100. Viewing reading as a communicative process rather than a language learning process leads to the important conclusion that students do not need to ........... * b. know all of the vocabulary and grammar of the text * In communicative language teaching, the focus is on understanding the overall message, even if some vocabulary or grammatical structures are not fully understood.
101. It is believed that prereading activities ........... * c. elicit prior knowledge * Prereading activities aim to activate students' prior knowledge and connect it to the reading text.
102. Teaching literature in an EFL program aims at. . . . . . . * d. writing literary pieces and using language more creatively * While other options are important, teaching literature can also foster creative language use and appreciation of different literary forms.
103. Top-down processing refers to the reader or listener . . . . . . . * c. moving from the concepts to the linguistic data * Top-down processing begins with the reader's existing knowledge and expectations, which guide the interpretation of the text.
104. Demessaging refers to the .......... * d. segmentation of the message into linguistic elements * Demessaging involves breaking down the message into its constituent parts, such as words, phrases, and clauses, to facilitate understanding.
105. The meaning of the printed page is. . . . . . . * c. in the mind of the reader * Meaning is not inherent in the text itself but is constructed by the reader through interaction with the text and their existing knowledge.
106. Redundancy is needed in listening and reading for ............ * a. better understanding * Redundancy helps to reinforce meaning and improve comprehension by providing multiple cues and opportunities for understanding.
107. The linguistic method of reading teaches .......... * b. the learner to sound out the squiggles on the page * The linguistic method emphasizes the decoding of written language, focusing on the relationship between sounds and letters.
108. In the stage of "familiarization" in teaching reading, the students ........... * b. read in "meaningful mouthfuls" * The familiarization stage involves repeated exposure to short, manageable chunks of text to build fluency.
109. "Autonomy" in the teaching of reading is the stage in which the students ........... * d. read independently * Reading autonomy refers to the ability to read independently, without constant teacher guidance.
110. Saccadic eye movements in reading comprehension are ........... * d. the jerky eye movements * Saccades are the rapid, jerky eye movements that occur during reading as the eyes move from one fixation point to the next.
111. In observational reading, the reader ........... * c. observes every word of the reading matter * Observational reading involves careful attention to every word and detail of the text.
112. The ultimate stage to the reading comprehension is ........... * c. demessaging * While decoding and perceiving are important initial steps, the ultimate goal is to extract and understand the meaning of the message.
113. In intensive reading, ........... * a. students read under the teacher's supervision * Intensive reading involves careful and in-depth analysis of a text, often with teacher guidance and support.
114. Which of the following is true for top-down processing in reading? * d. all of the above * Top-down processing relies heavily on the reader's prior knowledge, background information, and expectations to guide comprehension.
115. The first R in SQ3R stands for ........... * d. survey * SQ3R stands for Survey, Question, Read, Recite, Review.
116. Instructional level in reading is a level at which ........... * b. students have problems in understanding, but the teacher's help is useful * The instructional level is the zone of proximal development where students can understand the text with some guidance and support from the teacher.
117. Which of the following information is needed for reading? * d. all of the above * Successful reading requires the integration of graphophonic (letter-sound relationships), syntactic (grammatical), and semantic (meaning) information.
118. SQ3R is a technique used in ........... * d. presentation of material in extensive reading * SQ3R is a study technique that can be used to improve reading comprehension.
119. If you as a teacher believe in bottom-up processing , you should ........... * c. pay attention to linguistic features in the text * Bottom-up processing emphasizes the importance of decoding the text, starting with the smallest units (letters, sounds) and gradually building up to larger units of meaning.
120. Which of the following tries to justify top-down processing in reading? * d. Schema theory * Schema theory provides strong support for top-down processing by emphasizing the role of prior knowledge and background information in comprehension.
121. Which of the following information is NOT needed for reading? * d. Morphological * While morphological awareness can be helpful, it is not strictly necessary for basic reading comprehension.
122. Teaching suffixes to students may help them to ........... * b. guess the meaning of the words * Suffixes can change the meaning and part of speech of a word, so understanding them can help students infer word meanings.
123. Which of the following is true for bottom-up processing ? * a. Text-based factors determine reading. * Bottom-up processing focuses on decoding the text itself, starting with the smallest units (letters, sounds) and gradually building up to larger units of meaning.
124. If you believe in top-down processing, you as a reading teacher should ........... * a. give your students material which their background knowledge permits them to comprehend * Top-down processing emphasizes the importance of activating and using students' prior knowledge to facilitate comprehension.
125. Reading with the aim of getting general information is called ........... * c. skimming * Skimming involves quickly reading a text to get a general overview.
126. The kind of reading which is used especially for complicated material is called ........... * b. intensive * Intensive reading involves careful and in-depth analysis of a text, which is often necessary for understanding complex material.
127. Frustration level is a level at which ........... * c. in spite of the teacher's help students cannot understand the text * At the frustration level, the text is too difficult for the student to understand, even with significant teacher support.
128. What is the correct order of presenting grammatical items in a reading course? * c. Reviewing, presentation and generalization * This order allows students to activate prior knowledge, introduce new concepts, and then generalize the learning.
129. .......... reading is for full understanding whereas .......... reading is for the purpose of gaining a general understanding of the text * b. Intensive/extensive * Intensive reading focuses on in-depth analysis, while extensive reading emphasizes reading for pleasure and general comprehension.
130. When the whole text is read rapidly to get the gist, it is called ........... * a. skimming * Skimming involves quickly reading a text to get a general overview or the main idea.
131. To read rapidly through a text looking for specific items of information (not necessarily the main points) is called ........... * b. scanning * Scanning involves quickly searching for specific pieces of information within a text.
132. SQ3R which is a study technique for reading comprehension consists of the sequence : survey, question ........... * d. read, recite, revise * SQ3R stands for Survey, Question, Read, Recite, Review.
133. Two major problems of extensive reading are ........... * c. selecting material and getting the students to read * Finding suitable reading materials and motivating students to read independently are common challenges in extensive reading programs.
134. Large complex units of knowledge that organize much of what we know about general categories of objects, class of events and types of people is called ........... * d. schemata * Schemata are mental frameworks or representations that organize our knowledge and experiences.
135. Based on his research on reading .......... concluded that a reading knowledge of a foreign language can be achieved through the gradual introduction of words and grammatical structures in simple reading texts. * b. Prendergast * Prendergast's research on reading emphasized the importance of a gradual and systematic approach to vocabulary and grammar instruction within the context of meaningful reading experiences.