RC: Education - 5 | Verbal Ability (VA) & Reading Comprehension (RC) PDF Download

Passage 

Direction: The passage below is accompanied by a set of questions. Choose the best answer to each question.

Reading is a complex and multifaceted skill that requires the integration of various cognitive, linguistic, and perceptual processes. One of the most important components of reading is phonological awareness, which is the ability to recognize and manipulate the sound units of spoken language, such as syllables, onset-rime, and phonemes. Phonological awareness is essential for learning to read alphabetic languages, such as English, because it enables the reader to map the sounds of speech to the letters of print, which is known as the alphabetic principle.
Phonological awareness develops gradually and hierarchically in young children, from larger to smaller units of sound. For example, children first learn to segment and blend words into syllables, then into onset-rime (the initial consonant or consonant cluster and the vowel and any following consonants), and finally into phonemes (the smallest units of sound). Phonological awareness also involves different levels of complexity, from simple tasks such as rhyming and alliteration, to more difficult tasks such as deletion and substitution. Phonological awareness can be assessed by various measures, such as phoneme segmentation, phoneme blending, phoneme deletion, phoneme substitution, and phoneme reversal.
Phonological awareness is strongly related to reading development in young children. Numerous studies have shown that phonological awareness is a predictor of reading achievement, both concurrently and longitudinally. Phonological awareness also mediates the relationship between other factors, such as vocabulary, letter knowledge, and rapid naming, and reading outcomes. Moreover, phonological awareness can be enhanced by explicit and systematic instruction, which can improve reading performance and prevent reading difficulties.
However, phonological awareness is not the only factor that influences reading development in young children. Other factors, such as orthographic knowledge, morphological awareness, syntactic knowledge, semantic knowledge, and comprehension skills, also play a role in reading acquisition and proficiency. Furthermore, phonological awareness may vary depending on the characteristics of the language being learned, such as its orthographic depth (the consistency between spelling and pronunciation), its phonological complexity (the number and type of sounds), and its morphological richness (the presence and productivity of word formation processes). Therefore, phonological awareness should be considered as one of the many components of reading that interact with each other in a dynamic and reciprocal manner.
Q1: According to the passage, what is the alphabetic principle that phonological awareness enables the reader to apply?
(a) The mapping of the sounds of speech to the letters of print.
(b) The recognition and manipulation of the sound units of spoken language.
(c) The segmentation and blending of words into syllables, onset-rime, and phonemes.
(d) The deletion and substitution of sounds within words.

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Q2: According to the passage, what is one of the measures that can be used to assess phonological awareness?
(a) Rhyming and alliteration
(b) Phoneme segmentation
(c) Orthographic knowledge
(d) Morphological awareness

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Q3: According to the passage, what is one of the factors that mediates the relationship between phonological awareness and reading outcomes?
(a) Vocabulary
(b) Orthographic depth
(c) Syntactic knowledge
(d) Comprehension skills

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Q4: According to the passage, what is one of the characteristics of the language being learned that may affect phonological awareness?
(a) Its orthographic depth
(b) Its cognitive complexity
(c) Its emotional richness
(d) Its perceptual clarity 

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