单选题 {{B}}Directions:{{/B}} Read the following text. Choose the best word(s) for
each numbered blank and mark A, B, C or D on ANSWER SHEET 1.
Reading and writing have long been
thought of as complementary skills: to read is to recognize and interpret
language that has been written; to write is to plan and produce language{{U}}
(1) {{/U}}it can be read. It is therefore widely{{U}} (2)
{{/U}}that being able to read implies being able to writer, at least, being
able to spell. Often, children are taught to read but{{U}} (3) {{/U}}no
formal tuition in spelling; it is felt that spelling will be"{{U}} (4)
{{/U}}up". The attitude has its{{U}} (5) {{/U}}in the methods of 200
years ago, when teachers carefully taught spelling, and assumed that
reading would{{U}} (6) {{/U}}automatically. Recent research into
spelling errors and "slips of the pen" has begun to show that matters are{{U}}
(7) {{/U}}so simple. There is no necessary link between reading and
writing: good readers do not always{{U}} (8) {{/U}}good writers. Nor is
there any necessary link between reading and spelling: there are many
people who have no{{U}} (9) {{/U}}in reading, but who have a major
persistent{{U}} (10) {{/U}}in spelling—some researchers have estimated
that this may be as{{U}} (11) {{/U}}as 2% of the population. With
children, too, there is{{U}} (12) {{/U}}that knowledge of reading does
not automatically{{U}} (16) {{/U}}to spelling. If there{{U}} (14)
{{/U}}a close relationship, children should be able to read and spell
the{{U}} (15) {{/U}}words: but this is not so. It is{{U}} (16)
{{/U}}to find children who can read{{U}} (17) {{/U}}better than they
can spell. More surprisingly, the{{U}} (18) {{/U}}happens with some
children in the early stages of reading. One study{{U}} (19) {{/U}}.
children the same list of words to read and spell: several{{U}} (20)
{{/U}}spelled more words correctly than they were able to read
correctly.