TSI Reading Review

Read the following early draft of an essay and then choose the best answer to the question or the best completion of the statement. What happens in our brains when we read? As one would expect, the parts of the brain associated with language development and processing play a central role. But recent research by neuroscientists suggests that the words and phrases we encounter when reading stories activate many other parts of our brains as well, including those responsible for smell, touch, motion, and even empathy. In one study, researchers asked participants to read words and have them scanned by a brain imaging machine. Brain imaging machines are also used to detect the effects of tumors, stroke, head and brain injury, or diseases such as Alzheimer’s. When subjects looked at words such as “perfume,” their primary olfactory cortex, the region used for smells, lit up; when they saw words such as “chair,” this region remained dark. In another study, metaphors involving texture, such as “The singer had a velvet voice,” roused the sensory cortex, while phrases such as “The singer had a pleasing voice” did not. The sensory cortex is the part of the brain responsible for perceiving texture through touch. In a third study, sentences like “Pablo kicked the ball” caused brain activity in the motor cortex, which coordinates the body’s movements. This activity was concentrated in different parts of the motor cortex depending on whether the movement was arm-related or leg-related. The idea that reading activates parts of the brain associated with “real life” functions goes beyond simple words and phrases: there is evidence that the brain treats the detailed interactions among characters in a book as something like real-life social encounters. One scientist has proposed a reason: reading produces a vivid simulation of reality, one that “runs on minds of readers just as computer simulations run on computers.” The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life. Which piece of evidence, if added to the third paragraph (sentences 11–13), would best support the writer’s argument?

• Information about a study that showed substantial overlap in the parts of the brain used to understand stories and those used to navigate interactions with other people

• A discussion of how the nature of reading has changed due to people choosing to read books, magazines, and newspapers on computers and mobile devices rather than in print

• A quote from a neuroscientist about the connection between watching television and decreased brain activity

• A statement from a teacher about how reading great literature enhances students’ minds and improves students as human beings

Tags

CCSS.RL.8.1

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.9-10.1

The author of Passage 2 probably would respond to the last sentence of Passage 1 (“Parents . . . every day!”) by

• asserting that parents should help children find a balance of indoor and outdoor activities

• claiming that young children often know more about computers than their parents do

• pointing out that many children would rather use technology than play outside

• arguing that children should be spending more time using computers

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RL.8.5

The author of Passage 1 would most likely criticize the author of Passage 2 for

• overemphasizing the strength of the data about students’ technological literacy

• overlooking the drawbacks of increasing the time children spend using technology

• dismissing as unimportant the development that occurs during outdoor activities

• exaggerating the proportion of careers that require knowledge of science and math

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RL.8.5

Which of the following sentences is grammatically correct?

• She don't like apples.

• He doesn't likes apples.

• They doesn't like apples.

• She doesn't like apples.

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

What is the main idea of the passage?

• To explain how reading affects the brain.

• To describe the process of writing a book.

• To discuss the history of reading.

• To analyze the structure of the brain.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.8.2

Choose the word that best fits the sentence: The scientist's theory was met with _______ from the academic community.

• applause

• skepticism

• ignorance

• enthusiasm

Tags

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.8.4

Which sentence uses the word 'empathy' correctly?

• She showed empathy by laughing at his joke.

• His empathy for the homeless led him to volunteer.

• Empathy is a type of fruit found in tropical regions.

• The empathy of the car was impressive.

Tags

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.8.4

What does the word 'olfactory' refer to in the passage?

• Taste

• Sight

• Smell

• Touch

Tags

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.8.4

Identify the sentence with the correct punctuation.

• Its a beautiful day, isn't it?

• It's a beautiful day isn't it?

• Its a beautiful day isn't it?

• It's a beautiful day, isn't it?

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

Which of the following is a metaphor?

• The sun was a golden coin in the sky.

• The sun is shining brightly.

• The sun rose at 6 AM.

• The sun is hot.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5