E12. READING KTCK2 3

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix–up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role in learning and rely on others (e.g, teachers, parents) to monitor their studying. For example, low – achieving students often do not monitor their understanding of content, they may not be aware of the purpose of studying, and they show little evidence of looking back, or employing “fix-up”strategies to fix understanding problems.

Students who struggle with learning new information seem to be unware that they must extent beyond simply reading the content to understand and remember it. Children with learning disablilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. Thay often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low – achieving students use a restricted range of skills. They can not explain why good study strategies are important for learning, and they tend to use the same, often ineffective, study approach for all learning tasks, ignoring task content, structure of difficulty.

Question 1. What is the topic of the passage?

• Successful and low – academic achieving students.

• Successful learners and their learning strategies.

• Study skills for high school students.

• Effective and ineffective ways of learning.

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix–up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role in learning and rely on others (e.g, teachers, parents) to monitor their studying. For example, low – achieving students often do not monitor their understanding of content, they may not be aware of the purpose of studying, and they show little evidence of looking back, or employing “fix-up”strategies to fix understanding problems.

Students who struggle with learning new information seem to be unware that they must extent beyond simply reading the content to understand and remember it. Children with learning disablilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. Thay often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low – achieving students use a restricted range of skills. They can not explain why good study strategies are important for learning, and they tend to use the same, often ineffective, study approach for all learning tasks, ignoring task content, structure of difficulty.

Question 2. The word “prior’’ is closest in meaning to ______.

• Important

• earlier

• forward

• good

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix–up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role in learning and rely on others (e.g, teachers, parents) to monitor their studying. For example, low – achieving students often do not monitor their understanding of content, they may not be aware of the purpose of studying, and they show little evidence of looking back, or employing “fix-up”strategies to fix understanding problems.

Students who struggle with learning new information seem to be unware that they must extent beyond simply reading the content to understand and remember it. Children with learning disablilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. Thay often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low – achieving students use a restricted range of skills. They can not explain why good study strategies are important for learning, and they tend to use the same, often ineffective, study approach for all learning tasks, ignoring task content, structure of difficulty.

Question 3. According to the passage, what can be learnt about passive students?

• They depend on other people to organize their learning.

• They are slow in their studying.

• They monitor their understanding.

• They know the purpose of studying

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix–up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role in learning and rely on others (e.g, teachers, parents) to monitor their studying. For example, low – achieving students often do not monitor their understanding of content, they may not be aware of the purpose of studying, and they show little evidence of looking back, or employing “fix-up”strategies to fix understanding problems.

Students who struggle with learning new information seem to be unware that they must extent beyond simply reading the content to understand and remember it. Children with learning disablilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. Thay often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low – achieving students use a restricted range of skills. They can not explain why good study strategies are important for learning, and they tend to use the same, often ineffective, study approach for all learning tasks, ignoring task content, structure of difficulty.

Question 4. Which of the followings is NOT an evidence of monitoring studying?

• being aware of the purpose of studying.

• fixing up mistakes in the understanding

• monitoring their understanding of content.

• looking at their backs.

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix–up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. They tend to assume a passive role in learning and rely on others (e.g, teachers, parents) to monitor their studying. For example, low – achieving students often do not monitor their understanding of content, they may not be aware of the purpose of studying, and they show little evidence of looking back, or employing “fix-up”strategies to fix understanding problems.

Students who struggle with learning new information seem to be unware that they must extent beyond simply reading the content to understand and remember it. Children with learning disablilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. Thay often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low – achieving students use a restricted range of skills. They can not explain why good study strategies are important for learning, and they tend to use the same, often ineffective, study approach for all learning tasks, ignoring task content, structure of difficulty.

Question 5. The underlined pronoun “they” refers to ________.

• study strategies

• study skills

• low – achieving students

• good studiers.