Reading Skills Quiz

What are the six major purposes for reading ?

• Reading for knowledge, reading for pleasure, reading for work, reading for research, reading for understanding, reading for evaluation

• Reading for entertainment, reading for academic purposes, reading for work, reading for information, reading for leisure, reading for study

• Reading to search, reading for quick understanding, reading to learn, reading to integrate information, reading to evaluate, reading for general comprehension

• Reading for fun, reading to learn, reading to evaluate, reading to search, reading to integrate, reading for general comprehension

What is receptive vocabulary in reading?

• Words that one acquires during reading

• Words that one does not know the meanings of

• Words that one can comprehend

• Words that one already knows well

What is the difference between reading to learn and reading for general comprehension?

• Reading for general comprehension involves making inferential connections and paraphrases of information

• Reading to learn is slower than reading for general comprehension

• Reading for general comprehension is carried out automatically for extended periods of time

• Reading to learn requires the ability to skim and scan

What is not a factor of non-linear text?

• Visual figures

• Skimming & Scanning

• Reference Apparatus

• Punctuations & Layouts

What are the implications of the rise of English as a global language on educational systems around the world?

• It has no impact on educational systems

• It has increased the demand for reading in a second language

• It has led to a decrease in the need for skilled reading abilities

• It has led to a decrease in the demand for reading in a second language

What is the main argument of the research studies mentioned in the text (Koda K., 2012)?

• Reading for different purposes does not require any adjustments in processing

• Different purposes for reading engage different cognitive processes

• Reader purpose has no impact on reading proficiency level

• There is no evidence to support the concept of different purposes for reading

What does "The validity of the concept" mean?

• There is no evidence to support the concept of different purposes for reading

• Reading for different purposes does not require any adjustments in processing

• Different purposes for reading engage different cognitive processes

• Reader purpose has no impact on reading proficiency level

What is the main argument of the study by Linderholm and van den Broek (2002)?

• All students reading for entertainment used more general associations and evaluative comments

• All students reading for study purposes engaged significantly more in strategies for making inferential connections and paraphrases of information

• All students adjusted their processing to fit reading purposes, though weaker readers chose somewhat different strategies while adjusting their processing

• All students reading for study purposes engaged significantly more in strategies for making inferential connections and paraphrases of information, and recalled more information than weaker readers