REMEDIAL INSTRUCTION IN ENGLISH a.

curriculum goals
b. program budget
Name: Date: Score: c. assessment strategies
d. instructional approaches
5. Which of the following is NOT an instructional adaptation in remedial instruction?
I. IDENTIFCATION. Write your answer on the blank provided. (2 points each) a. scaffolding instruction cues
b. more challenging texts and tasks
____________________1. The instructional heart of the remedial session c. leveling and chunking of materials
____________________2. A designated list of words, usually of high quality d. on going assessment and feedback
____________________3. A set of words used in language, book, content area or by 6. How might class size be affected in remedial instruction in English?
an author and words known to an individual. a. class size becomes heterogeneous
____________________4. Factors affecting learner’s listening comprehension which b. class size depends on the teacher
includes learner characteristic, language proficiency, memory, age, gender, c. class size gets smaller
background knowledge, etc. d. class size gets bigger
____________________5. Understanding that letters represent sound. 7. Which is an important consideration in the remedial writing program?
a. place emphasis on difficult-to-form letters
II. MULTIPLE CHOICE. Read the following items very carefully and encircle the b. develop handwriting fluency through speed trials
letter of the best answer. c. stress neatness and legibility of cursive handwriting
d. prioritize word recognition and spelling of sight words
1. Which of the following should a teacher do prior to reading remediation? 8. Reading diagnosis is a crucial component of the remedial reading program. What
a. conduct an interest inventory through questionnaire could be the problem of students who constantly read pat as bat and got as dot?
b. thoroughly assess and evaluate students a. phoneme isolation
c. administer an informal reading inventory b. segmenting syllables
d. design a remedial reading program c. blending of sounds
2. Which of the following characterizes remedial students in general? d. graphophonic correspondence
a. they have a number of learning disabilities 9. In designing a remedial program in English, which of the following is the most
b. they failed in two or more subject areas in their level important of the student considerations?
c. their abilities fall several levels below their current level a. learning styles
d. they have low intelligent quotient and emotional quotient b. likes and dislikes
3. What is the primary goal of the remedial instruction in English? c. background knowledge
a. to separate the low performing from the high performing d. socio-economic status
b. to identify students who do not achieve school standards 10. Remedial programs face a number of difficulties and challenges both in the local
c. to help students cope with the demands of their actual level and national levels. Which of the following appears foremost in many studies and
d. to help schools achieve their mission and attain quality education researches on remedial instruction?
4. Which of the following is a least likely consideration in organizing a remedial a. parents’ acceptance
program? b. program cost and resources
 c. teacher skills and preparation c. train students by asking them to listen to native speakers
d. availability of instructional materials d. train students in distinguishing between British and American English
11. Which is a primary consideration in choosing instructional materials for a 17. Which of the following is indispensable equipment in the remedial listening
remedial instruction? class?
a. congruence with skills being developed a. computer
b. demands of the mainstream class b. recorder/player
c. variety of instructional materials c. television
d. appeal to the students d. DV player
12. How should students be selected in the remedial program in English? 18. Early intervention for struggling learners may be done through which of the
a. through interviews and conferences following strategies?
b. by administering standardized exams a. clinical teaching strategies
c. through teacher election and recommendation b. teacher-student interaction
d. all of the above c. on-going family literacy
13. Evaluation of remedial programs come in many forms. Which of the following d. rigorous assessment
criteria ensures that the program achieves its goal of improving student abilities to 19. Which of the following does NOT correctly apply syllabication principles?
prepare them for the mainstream class? a. grum-ble
a. organizational context b. swag-ger
b. accountability c. irre-pa-ra-ble
c. effectiveness d. un-touch-a-ble
d. impact 20. Which of the following remediation strategies may help students in phonetic
14. Listening comprehension problems are caused by linguistic and non-linguistic awareness?
factors. Which of the following is considered as linguistic obstacle? a. sound isolation
a. student fails to concentrate on what is being listened to b. motor imaging
b. student has limited schema or background knowledge c. sight words drill
c. student fails to discern changes in intonation patterns d. syllabication
d. student has poor listening habits and strategies 21. Which of the following assessment strategies asks students to read a graded
15. Which of the following is an important remedial listening strategy for those reading passage as the teacher notes miscues and answer comprehension questions
students who cannot distinguish between /r/ and /l/? afterwards?
a. provide ample exercise on sound discrimination a. miscue analysis
b. give exercises on various intonation patterns b. retelling technique
c. practice strategies in decoding sight words c. think and procedure
d. identify liaisons and incomplete positives d. informal reading inventory
16. To address listening comprehension problems, what must teachers in the remedial 22. In what reading level is a student whose word recognition is 90% or lower but
class do? with a comprehension of 50% or lower?
a. train students in various types of listening a. capacity
b. train students in predicting and inferring strategies b. frustration
 c. instructional c. controlled free approach
d. independent d. paragraph-pattern approach
23. Which of the following reading diagnosis strategies allows the teacher to 29. Which of the following approaches would be best for younger and lower ability
determine a student’s self-monitoring or metacognitive strategies? students who have problems with grammar, syntax, and orthography?
a. interest inventory a. process approach
b. cloze procedure b. free writing approach
c. think aloud procedure c. controlled free approach
d. informal reading inventory d. paragraph-pattern approach
24. what is listening-speaking problem occurs when a student finds it hard to 30. Students need to learn a range of language functions like agreeing, disagreeing,
distinguish between a word which may be used as a noun or a as a verb in sentences? apologizing, making requests, giving and following directions among others. Which
a. pitch of the following speaking performance would be best to teach students the different
b. stress language functions?
c. juncture a. intensive
d. diphthong b. transactional
25. What listening difficulty occurs when students mistake “ice cream” for “I c. responsive
scream”? d. extensive
a. pitch 31. Upon learning that the past tense of call is called and talk is talked, the child
b. stress writes singed for sing. What kind of error is this?
c. juncture a. overgeneralization
d. diphthong b. nominalization
26. Which of the following listening problems can be addressed by using minimal c. monitoring
pairs? d. habit-formation
a. aural discrimination 32. When is it best to introduce morphological structures like roots and affixes?
b. aural comprehension a. pre-kindergarten
c. oral discrimination b. kindergarten
d. oral comprehension c. grade one
27. Which of the following is a pre-writing strategy that helps students ease mental d. grade two
block during the writing process? 33. How many hours per week should be allotted for writing activities in the primary
a. brainstorming grades?
b. questioning a. 50-60 hours
c. dicto-comp b. 60-75 hours
d. pair dictation c. 75-85 hours
28. Which of the following approaches would be best to improve students paragraph d. 85-95 hours
organization? 34. What kind of vocabulary strategy allows to act out words so that they become
a. process approach more concrete for the students?
b. free writing approach a. motor imaging
 b. subjective approach III. ESSAY. Make your answer concise, but substantial.
c. concept-based approach
d. repetition and integration 1. Contrast sound isolation, blending, and segmenting.
35. Which of the following is NOT a writing difficulty addressed in remedial writing 2. Elaborate the components of remediation.
classes? 3. Contrast concept-based approach and subjective approach to vocabulary building.
a. poor knowledge of word and sentence structure 4. Discuss the urgency of remediation.
b. fragmented and poorly organized topic knowledge
c. inability to sense sound and letter correspondence
d. limited vocabulary range and poor word attack skills
36. An ideal school-based remedial session should have ____________.
a. 1-3 learners
b. 3-10 learners
c. 10-30 learners
d. 30-50 learners
37. ____________ is the instructional heart of the remedial session.
a. schema-enhancement component
b. cognitive-development component
c. personal-emotional growth component
d. direct instructional component
38. The ____________ refers to the linguistic context or the textual environment
provided by the discourse and which helps in the interpretation of meaning.
a. co-text
b. sub-text
c. hypertext
d. cross text
39. One important remedial strategy in teaching writing is to
a. introduce proper posture and paper positioning
b. consult a therapist to identify physical handicaps
c. increase the time allotment for doing written assignments
d. dictate what is to be written by the students
40. The following are remedial strategies to teach spelling except
a. previously taught spelling words should be reviewed
b. difficult words and spelling “demons” should be posted on the bulletin
board
c. giving pre-tests and post-test after studying new words
d. encouraging students to correct poorly formed letters