The Lewis College 

479 Magsaysay Avenue Cogon Sorsogon City 

College of Teacher Education 

Final Examination 
Remedial Instruction

Name: ____________________________ Score: _________________

I. Multiple Choice
1. One of the strategies to help struggling writers in the secondary
level is explicit teaching of the structure and language features of
written genres. Which of the following procedures explicitly teach
the genres?
a. Asking students to read the different text types.
b. Making students write specific text type each day.
c. Conducting a text analysis of the specific text types.
d. Asking students to read text types and write about them.

2. Which of the following should a teacher do prior to reading remediation?

a. Conduct an interest inventory through questionnaire.
b. Thoroughly assess and evaluate students.
c. Administer an informal reading inventory
d. Design a material reading program

3. Which of the following characterizes remedial students in general?

a. They have a number of learning disabilities.
b. They failed in two or more subject areas in their level.
c. Their abilities fall several levels below their current level.
d. They have low intended quotient and low emotional quotient.

4. What is the primary goal of remedial instruction in English?

a. To separate the low performing from the high performing.
b. To identify students who do not achieve school standards.
c. To help students cope with the demands of their actual
level.
d. To help schools achieve their mission and in quality education.

5. Which of the following is NOT an instructional adaptation in remedial

instruction?
a. Scaffolding instructional cues.
b. More challenging texts and tasks.
c. Leveling and chunking of materials.
d. Ongoing assessment and feedback.

6. ow might class size be affected in remedial instruction in English?

a. Class size becomes heterogeneous.
b. Class size depends on the teacher.
c. Class size gets smaller.
d. Class size gets bigger.

7. Which is an important curriculum consideration in the remedial

writing program?
a. Place emphasis on difficult-to-form letters.
b. Develop hand writing fluency through speed trials.
c. Stress neatness and legibility of cursive hand writing.
d. Prioritize word recognition and spelling sight words.

8. Reading diagnosis is a crucial component of the remedial reading

program. What could be the problem of the students to constantly
read pat as bat and got as dot?
a. Phoneme isolation
b. Segmenting syllables
c. Blending of sounds
d. Graphophonic correspondence

9. In designing a remedial program in English, which of the following

is the most important of the student considerations?
a. Learning styles
b. Likes and dislikes
c. Background knowledge
d. Socio economic status

10. Remedial programs face a number of difficulties and challenges

both in the local and national levels. Which of the following appears
foremost in many studies and researches in remedial instruction?
a. Parent's acceptance
b. Program cost and resources
c. Teacher's skills preparation
d. Availability of instructional materials

11. Which is primary consideration in choosing instructional materials

for remedial instruction?
a. Congruence with skills being developed.
b. Demands of the mainstream class.
c. Variety of instructional materials.
d. Appeal to the student

12. How should students be selected in the remedial program in English?

a. Through interviews and conferences
b. By administering standardized exams
c. Through teacher election and recommendation
d. All of the above

13. Evaluation of remedial programs comes in many forms. Which of

the following criteria ensures that the program achieves its goal of
improving student abilities to prepare them for the mainstream
class?
a. Organizational context
b. Accountability
c. Effectiveness
d. Impact

14. Listening comprehension problems are caused by linguistic and

Non-linguistic factors. Which of the following is considered a linguistic
obstacle?
a. Students fails to concentrate on what is being listened to
b. Student has limited schema or background knowledge
c. Student fails to discern changes into intonation patterns
d. Student has poor listening habits and strategies

15. Which of the following is an important remedial listening strategies

for those students who cannot distinguish between /r/ and /
I/?
a. Provide ample exercise on sound discrimination.
b. Give exercises on various intonation patterns.
c. Practice strategies in decoding sight words.
d. Identify liaisons and incomplete plosives.

16. To address listening comprehension problems what must teachers

in the remedial class do?
a. Train students in various types of listening.
b. Train students in predicting and inferring strategies.
c. Train students by asking them to listen to native speakers.
d. Train students in distinguishing between British and American
English.

17. Which of the following linguistic cueing systems allow a reader to

figure out an unknown word base on its place in a sentence?
a. Linguistic
b. Graphophonic
c. Syntactic
d. Semantic

18. Early intervention for struggling learners may be done through

which of the following strategies?
a. Clinical teaching strategies
b. Teacher-student interaction
c. On-going family literacy
d. Rigorous assessment

19. Which of the following does NOT correctly apply syllabication

principles?
a. Grum-ble
b. Swag-girl
c. Irre-pa-ra-ble
d. Un-touch-a-ble

20. Which of the following remediation strategies may help students

in phonemic awareness?
a. Sound isolation
b. Motor imaging
c. Sight words drill
d. Syllabication

21. The following are factors to consider in designing a remedial

program except.
a. Assessment
b. Curriculum
c. Evaluation
d. Instruction

22. Which of the following components of a remedial program involves

learners monitoring of their progress?
a. The enforcement and extension
b. Personal emotional growth development
c. Cognitive development
d. Schema enhancement

23. Which is the best way to correct basic sight vocabulary deficit?
a. Have students trace the word on paper
1 of 5
b. Discuss the meaning of words through pictures
c. Let students use context clues
d. Have student write sentences

24. Which skill should students learn in remediation through phonemic

awareness?
a. Clipping
b. Coining
c. Decoding
d. Blending

25. Which of the following is least useful for the teacher when doing
remedial vocabulary instruction?
a. Words study journal puzzle
b. Cross word puzzle
c. Drawings and graphs
d. Standardized vocabulary test

26. Below are general instructional guidelines that should be considered

in remedial program (Strickland, 1998 cited in Gunning,
2003 and in Vacca, Vacca, and Gove, 1991), except:
a. Instruction is systematic when it is planned, deliberate in
application, and proceeds in an orderly manner. This does
not mean a rigid progression of one-size-fits-all teaching.
b. Intensive instruction on any particular skill or strategy
should be based on need. Thus, intensity will vary both with
individuals and groups.
c. There should be substitute for ongoing documentation
and monitoring of learning to determine the order in
which skills should be addressed and the level of intensity
required to help a child or group of children succeed in a
particular area is ongoing.
d. To track specific goals and objectives within an integrated
language-arts framework, teachers must know the instructional
objectives their curriculum requires at the grade or
year level they teach.

27. The orientation component principle in remediating reading

means that:
a. It should provide continuity and focus to the remedial session
b. It should never be traded away, even for one period, without
some compelling reason.
c. It should contain an attempt to enhance basic thinking operation
such as: inference
d. It should contain proper communication among students and
parents of what is to be remediated.

28. How would you correct a student who has sight-word knowledge
deficit?
a. Ask students to write the word themselves and to be sure
have them say the word while they write it.
b. When students are first learning to blend, use examples with
continuous sounds, because the sounds can be stretched
and held.
c. Identify the relevant and irrelevant features of the concept in
question.
d. Take a difficult word from the text, write it on the chalkboard,
pronounce it, and tell what it means.

29. The following are the ways to improve students’ listening comprehension,
except:
a. Practice sound discrimination, liaisons, and incomplete plosives
b. Teach grammar
c. Improve skills in predicting
d. Teach Stress, rhythm, and intonation

30. One of the techniques in teaching pronunciation is minimal pair

drills, what do you mean by this?
a. The teacher established the setting or context then key vocabulary
is presented.
b. These provide practice on problematic sounds in the target
language through listening discrimination and spoken practice.
c. Articulatory descriptions, articulatory diagrams, and a phonetic
alphabet are used.
d. Passages and scripts are used for students to practice and
then read aloud focusing on stress, timing, and intonation

31. You can distinguish a student with knowledge difficulty in writing if

he/she has __________.
a. Do not analyze or reflect on writing
b. Show poor attention and concentration
c. Difficulty accessing existing topic knowledge
d. Have visual motor integration weaknesses and fine motor
difficulties.

32. You can distinguish a student with motivation difficulty in writing if

he/she has __________.
a. Impoverished, fragmented, and poorly organized topic
knowledge
b. Fail to balance performance goals, which relate to documenting
performance and achieving success, and mastery
goals, which relate to acquiring competence.
c. Less awareness of what constitutes good writing and how to
produce it
d. Have limited ability to self-regulate thoughts, feelings, and
actions throughout the writing process

33. One of the strategies in teaching pronunciation is Passages and

scripts are used for students to practice and then read aloud
focusing on stress, timing, and intonation which is under
____________.
a. Reading aloud/recitation
b. Recording of learners’ production
c. Developmental approximation drills
d. Listen and imitate

34. It refers to understanding that letters represent sound so that

words may be read by saying the sounds represented by the
letters, and words may be spelled by writing the letters that represent
the sounds in a word.
a. Sight-Word Knowledge
b. Basic Sight Words
c. Alphabetic Knowledge
d. Knowledge on Sound-Symbol Correspondence

35. It refers to the readers’ ability to use phonics, phonemic, and

structural analysis knowledge.
a. Alphabetic Knowledge
b. Kno Exam #15 Remedial Instruction in English wledge on
Sound-Symbol Correspondence
c. Phonemic awareness
d. Phonology

36. Below are the factors that make speaking difficult (Brown, 2001)
except:
a. Clustering
b. Redundancy
c. Slang
d. Performance variables

37. Below are the techniques teacher can use in improving students’
listening comprehension, except:
a. Recognize stressed and unstressed words
b. Enrich vocabulary
c. Teach IPA
d. Practice inferring information not directly stated

38. The following are causes of poor comprehension, except:

a. lack of background knowledge
b. inadequate level of vocabulary
c. failure to know the meaning of non-technical academic language
d. inadequate understanding of vocabulary development

39. The following are factors to consider in developing students' vocabulary,

academic language, and background knowledge, except:
a. utility
b. morphemic value
c. frequency
d. level of knowledge

40. What is the strategy which is considered as ineffective when

teaching vocabulary instruction?
a. contextual redefinition
b. looking up the word in the dictionary
c. semantic maps
d. semantic feature analysis

41. When a lesson is not engaging, what should the teacher do?
2 of 5
a. Ask more lower level questions
b. omit parts of the activity
c. Modify the materials, lesson, or student groups
d. Choose another lesson

42. Why is feedback to students important?

a. Allows the teacher to assess the situation
b. Makes them question their work
c. Helps students understand the subject matter and guides
them to continue with their learning
d. There aren't any real benefits in the long run

43. This means providing more and slightly longer pauses to give
students more time to make sense of the utterances
a. Speak at standard speed
b. Use shorter, simpler, sentences
c. Use specific names instead of pronouns
d. Use more gestures, movement, and facial expressions

44. These provide emphasis on words and give learners extra clues
as they search for meaning.
a. Speak at standard speed
b. Use shorter, simpler, sentences
c. Use specific names instead of pronouns
d. Use more gestures, movement, and facial expressions

45. In order for teachers to support all students' writing ability development,
certain qualities of the writing classroom must be
present, they should do the following, except:
a. Routines should permit students to become comfortable with
the writing process and move through the process over a
sustained period of time at their own rate.
b. Lessons should be designed to help students master craft
elements (e.g., text structure, character development), writing
skills
c. Activities should be set high in order to close the gap
among the students
d. A common language for shared expectations and feedback
regarding writing quality might include the use of traits

46. These are consideration in accommodations in teaching strategies

in remedial instruction, except:
a. Devote more instructional time to writing mechanics.
b. Provide physical assistance during handwriting practice.
c. Re-teach writing skills and strategies.
d. Provide impromptu feedbacking for fast-paced learning

47. These are the curriculum considerations for teaching handwriting,

except:
a. Visual cues, such as numbered dots and arrows, and verbal
descriptions are used to guide letter formation.
b. Activities to reinforce letter recognition and naming are combined
with handwriting practice.
c. Style of handwriting should be dependent on students’
needs.
d. Students practice using a comfortable and efficient tripod
pencil grasp
48. The following are considerations for teaching spelling, except;
a. Previously taught spelling words are daily viewed to promote
retention.
b. Correct use of spelling vocabulary in students’ written work is
monitored and reinforced.
c. Students are taught and encouraged to use dictionaries,
spell checkers, and other resources to determine the spelling
of unknown words
d. Spelling “demons” and other difficult words are posted on
wall charts.

49. This period of time ideally should build on the direct instructional
period and be spent in empowered reading, writing, and discussion
of what was read.
a. Direct Instruction Component
b. Schema-Enhancement Component
c. Reinforcement and Extension Component
d. Personal-Emotional Growth Development

50. There is little learning or consequence that can occur without the
learner involvement and anticipation of personal progress.
a. Direct Instruction Component
b. Schema-Enhancement Component
c. Reinforcement and Extension Component
d. Personal-Emotional Growth Development