33.
(A) More importantly, the top-down paradigm assigns a very active role to readers by focusing on higher-level processes such as predicting and confirming.
(B) Finally, the interactive theory of reading holds that bottom-up and top-down processes are complementary.
(C) Bottom-up models further suggest that these activities take place in a linear fashion, so that this decoding ultimately leads to an understanding of meaning.
(D) Bottom-up theorists explain reading by focusing on the lower-level processes involved.

29. (A) compounded (B) formulated (C) automatized (D) marked

30. (A) tunes (B) syllables (C) terms (D) elements

31. (A) construct (B) project (C) relevance (D) closure

32. (A) contingent on (B) inspired by (C) thanks to (D) rather than 

34.(A) More importantly, the top-down paradigm assigns a very active role to readers by focusing on higher-level processes such as predicting and confirming. (B) Finally, the interactive theory of reading holds that bottom-up and top-down processes are complementary. (C) Bottom-up models further suggest that these activities take place in a linear fashion, so that this decoding ultimately leads to an understanding of meaning. (D) Bottom-up theorists explain reading by focusing on the lower-level processes involved.

35.(A) More importantly, the top-down paradigm assigns a very active role to readers by focusing on higher-level processes such as predicting and confirming. (B) Finally, the interactive theory of reading holds that bottom-up and top-down processes are complementary. (C) Bottom-up models further suggest that these activities take place in a linear fashion, so that this decoding ultimately leads to an understanding of meaning. (D) Bottom-up theorists explain reading by focusing on the lower-level processes involved.

36.(A) More importantly, the top-down paradigm assigns a very active role to readers by focusing on higher-level processes such as predicting and confirming. (B) Finally, the interactive theory of reading holds that bottom-up and top-down processes are complementary. (C) Bottom-up models further suggest that these activities take place in a linear fashion, so that this decoding ultimately leads to an understanding of meaning. (D) Bottom-up theorists explain reading by focusing on the lower-level processes involved.

37.(A) The first empirical evidence for the above stipulation comes from Conrad’s seminal study. (B) In contrast, beginners had more difficulties in identifying pictures of visually-similar items due to their holistic learning experience and reliance on a direct link between orthography (or pictures) and semantics. (C) Despite the fact that auditory word recognition precedes visual word recognition, empirical first-language (L1) cquisition studies have shown that beginning L1 learners seem to rely more on pictorial or orthographic representations as media in remembering newly learned lexical items. (D) The above evidence suggests that there appears to be a difference in how learners of different proficiency profiles and at different developmental stages process lexical items.

38.(A) The first empirical evidence for the above stipulation comes from Conrad’s seminal study. (B) In contrast, beginners had more difficulties in identifying pictures of visually-similar items due to their holistic learning experience and reliance on a direct link between orthography (or pictures) and semantics. (C) Despite the fact that auditory word recognition precedes visual word recognition, empirical first-language (L1) cquisition studies have shown that beginning L1 learners seem to rely more on pictorial or orthographic representations as media in remembering newly learned lexical items. (D) The above evidence suggests that there appears to be a difference in how learners of different proficiency profiles and at different developmental stages process lexical items.

39.(A) The first empirical evidence for the above stipulation comes from Conrad’s seminal study. (B) In contrast, beginners had more difficulties in identifying pictures of visually-similar items due to their holistic learning experience and reliance on a direct link between orthography (or pictures) and semantics. (C) Despite the fact that auditory word recognition precedes visual word recognition, empirical first-language (L1) cquisition studies have shown that beginning L1 learners seem to rely more on pictorial or orthographic representations as media in remembering newly learned lexical items. (D) The above evidence suggests that there appears to be a difference in how learners of different proficiency profiles and at different developmental stages process lexical items.