Unit 11

The purpose of critical reading is to____________a text. a. Preread c. Evaluate b. Questions d. None of these

Critical reading is a process.

A question a critical reader might ask is a. When was this text published? c. How old is the author? b. Why did the author write this text? d. None of these

A technique to generate ideas is called questioning.

Creating mind maps and advanced organizers is called a. Mind-mapping c. Collaborating b. Graphic organizing d. Questioning

Brainstorming, discussion and evaluation of visual aids are________strategies. a. Study c. Reading b. Prereading d. None of these

Your personal feelings about a topic affect how you absorb information on that topic.

Prereading is a set of activities which prepare the learner for taking a test.

The purpose of concept-mapping is to a. Identify sequence c. Identify relationships b. Identify vocabulary d. Identify questions

Critical reading is a a. Theory c. Summarization strategy b. Process d. None of these

Prereading is a strategy which prepares the learner for reading.

Prereading activities include a. Concept mapping c. Questioning b. Discussion d. All of these

Discussion is a technique to clarify possible questions you have about a topic.

A diagram of the water cycle is a a. Visual aid c. Discussion b. Pre-question d. All of these

Where can you find ideas for pre-questioning? a. Textbook c. Study Group b. Teacher d. Any of these

A question a critical reader should ask about a text is a. Did the author use facts, theory or faith to write this text? c. What religion does the author affiliate with? b. Did the author write this book in 2000, 2005 or 2008? d. What language does the author speak?

Critical thinkers____________what they read. a. Ask questions about c. Summarize b. Organize d. None of these

Critical reading is the process of evaluating a text.

During which step would you review any handouts or previous assignments? a. Surveying c. 2nd read through b. 1st read through d. Summarizing

Subject content is material learned during extra-curricular activities.

Which is always a good policy when subject content becomes frustrating? a. Planning to cram right before a test c. Ask the teacher for assistance b. Put off the reading and try to get as much from the lectures as possible d. None of these

History and Science are considered major subject areas.

The second read through is to clarify confusing topics.

Taking notes while surveying is very important to identify what you do and do not understand.

The first read through for subject content is to memorize the details of the chapter.

During the second read through, you should only be covering material that you did not understand the first time.

If you are tired or just cannot seem to understand the material, a. Read the chapter again while studying for the test c. Take a break and return to the chapter later b. Ask a friend for their notes on the chapter d. All of these

After a break, always review your work to a. Define vocabulary words c. Summarize important content b. Rewrite missing notes d. Activate prior knowledge

During which step should you attempt to understand how the content is organized? a. Surveying c. 2nd read through b. 1st read through d. Summarizing

Formulas and vocabulary are considered major subject areas.

Math and Language Arts are major subject areas.

The first read through for subject content is to simply identify what you do and do not know.

Taking notes during the survey step is very important.

When reading for subject content, prereading activities are not important.

Harrison has read the section on elements within the water molecule three times. What could he do to help him learn the material? a. Take a break and come back to it after a brain rest c. Define vocabulary words he does not understand in this section b. Try reading the material out loud d. All of these

Subject content is material learned in a major subject.

A concept map can help in understanding difficult material by a. Defining vocabulary words c. Alphabetizing content b. Listing topics within the chapter d. Identifying relationships among topics

What should be done with statements or sections which are unclear? a. Rewrite them in your own words c. Recreate scenarios which highlight the material b. Review them at a later time d. None of these

When reading difficult material, you should always begin with surveying the content.

Concept maps should contain as much information about a subject as you can remember.

During the look-away method, you should try to a. Memorize technical information c. Make associations and connections b. Learn vocabulary definitions verbatim d. None of these

When you first read material, always determine the difficulty level.

What should you be reading for the first time you attack a chapter with difficult material? a. Identify what is understood c. Both of these b. Identify difficult vocabulary d. None of these

During prereading, it is not important to pay attention to visual aids.

Ellery has been learning about cells in her biology course. She just finished reading a challenging chapter on cell division and is having a difficult time ordering the steps in the process. What should Ellery do to help her identify and organize the concepts she just learned? a. Ellery should write the entire chapter in her own words. c. Ellery should create a concept map to illustrate the cell division process. b. Ellery should create a vocabulary list of important terms. d. Ellery should reread the chapter several times until she has it memorized.

While reading difficult content, you should always start with a. Surveying the chapter c. Reading the chapter b. Defining vocabulary words d. None of these

The look-away method should be used to understand material, rather than memorize it.

Concept maps should include words only.

When attacking difficult material, read first for a. What you do understand c. Technical information b. What you plan to review before the test d. Definitions of vocabulary words

Where might you gain insights to what is important within content you are about to read? a. Chapter questions c. Index b. Table of contents d. Glossary

While reading difficult content, it is best to focus on a small section of material.

When you first read material, always determine the difficulty level.

The strategy in which you periodically look away from the text and ask yourself about the material is called the a. Review technique c. Questioning strategy b. Look-away method d. Responding Exercise

It is important to ___________of a difficult chapter. a. Memorize c. Summarize b. Read to the end d. None of these

It is a good idea to increase your reading speed while a. Reading simple material c. Reading restatements b. Reading unnecessary examples d. All of these

Each type of reading requires a different rate of speed.

Which factor affects reading speed the most? a. The desire to improve speed c. The motivation to practice b. The willing to try new techniques d. These are all equal factors

Reading for main ideas, and not details, a. Decreases your reading speed c. Both of these b. Increases your reading speed d. None of these

Shelly has to memorize a portion of Hamlet for her Language Arts class. How should she adjust her reading speed? a. Increase her speed and repeat the section over and over c. Either of these b. Decrease her speed for highly detailed retention of the information d. None of these

Reading quickly is a skill that must be practiced.

Knowing the definitions of key vocabulary will make reading faster and easier.

Alan often goes back to the beginning of a sentence or paragraph and starts reading the information over again. What might be happening to Alan? a. Alan has a problem with his eyes c. Both of these b. Alan has poor concentration habits d. There is nothing wrong with Alan's technique

Reading aloud slows reading speed.

A basic prereading technique is identifying what you do and do not know about a particular topic.

It is important to remember everything you read, the first time you read it.

Sarah often finds herself back at the beginning of a sentence, but isn't sure why. Sarah might be a victim of a. Needless or unconscious rereading c. Reading aloud b. Word-by-word reading d. None of these

Talking about a subject with classmates can be considered activating prior knowledge.

Understanding key vocabulary makes no difference in reading speed.

Reading quickly comes naturally to most people.

Motivation to read faster is not a factor in your reading speed.

Terrence feels it takes him too long to get through a History chapter, though he is always sure to define vocabulary words, review the footnotes for each section and try to remember the author's personal stories about the events in the book. What might be Terrence's problem? a. Terrence has a fear of reading quickly c. Terrence poorly evaluates what is important b. Terrence suffers from unconscious rereading d. None of these

Using prereading strategies will help to increase your reading speed.

Alejandra has come across a section in her physics textbook detailing the affect of wing span on an airplane's cruising speed. How should she adjust her reading speed? a. Increase her reading speed because she will probably need to review it again later c. Decrease her speed to better understand the technical information b. Increase her speed and focus on the visual aids d. Decrease her speed and try to memorize the vocabulary as she reads it

Carla has come across an example which has been used in her Ecology textbook three different times. How should Carla adjust her reading speed? a. Increase her speed because she already knows the example c. Decrease her speed to review the information b. Increase her speed because the material is simple d. Decrease her speed because the information is generalized

Why should you always finish reading difficult content? a. Difficult content is usually covered on the test b. The content may become more clear as the concept builds upon itself c. Difficult content usually contains important vocabulary words d. None of these

Critical thinking skills can be applied to reading.