The Reading Questions
Questions about the reading selections are
intended to allow you to demonstrate your
understanding of what you have read. It is
important to try to answer all of the
questions. You will not be penalized for
trying. Questions not answered are
considered incorrect. All answers must relate
to the information and ideas in the
selections.
• Many questions ask about facts and
information that are clearly and directly
stated in the selection.
• Other questions ask you to make inferences
(draw conclusions or make judgements)
about information and ideas in the selection.
• Some questions ask you to make
connections between your personal
knowledge and experiences and the ideas
and information in the selection.
• Some questions ask how graphic features,
meaning of words and phrases, sentence
construction, or organization of information
help you to understand what you have read.
• When you are asked to provide the “best
meaning” of a word or phrase “as used in”
the reading selection, refer back to the
selection to determine the way the word is
used in that specific sentence.
• Some questions refer you to a paragraph in
the reading selection to help you locate
information; however, all of the information
you need to answer the question may not be
in that paragraph.
The reading questions on the test fall into
two categories: multiple choice and
written answers.
multiple choice
• Read the question and the four options
carefully. Underline or highlight key words.
• If you can’t find the correct answer easily,
start by eliminating the wrong or least correct
answers.
• Since more than one option may appear to
be correct, choose the one that is the most
correct.
• If you choose more than one answer, the
question will be marked incorrect.
written answers
• Read each question carefully. Underline or
highlight key words.
• It is not necessary to answer the reading
questions in sentence form. Many questions
can be answered in a single word or phrase.
Since these questions are part of the reading
test, the answers will not be marked for skill
in writing.
• The space provided indicates the
approximate length of the answer expected.
Always be sure to write enough information
to demonstrate your understanding of the
reading selection.
• Sometimes you are asked to explain the
reason for your answer. Be sure your reasons
are based on the reading selection.
• When a question requires you to give a
reason or explain your answer, consider
including the word “because” in your
answer.
Terms Used in Questions
Identify:
You need to identify a cause, result, or fact; a
single word or phrase will usually be enough.
Explain:
You need to give a reason or explanation as
part of your answer; consider using the word
“because” in your answer. This instruction is
also implied in directions such as “How do you
know?” or “Give a reason for your
answer/choice.”
Describe: You need to describe in words some
person, place, thing or idea in the selection.
Graphic or visual features:
Graphic or visual features include charts,
illustrations, and layout features such as boxes,
bolding, and underlining.
Reading Strategies
The following are some reading strategies
students might use during the test.
General:
• Skim through the selection and then re-read
for meaning.
• Look for links between what you are reading
and any experiences you have had in your
own life.
• As you read, think about what you are
reading, ask yourself questions about what
you are reading.
• Try to see what you are reading in your
head; some readers say it is like running a
video or movie in their heads.
• Underline or highlight important information
and ideas as you read.
• If you are having trouble understanding an
idea, either read on until the meaning
becomes clearer or stop and re-read.
• If you read a word you don’t understand,
look for a root word that you might know
inside the larger word; look for prefixes and
suffixes.
• If you read a word you don’t understand,
read to the end of the sentence and look for
clues to its meaning or re-read the
sentences
before and after the sentence to see if you
can find meaning from the context.
• If a very long sentence has you confused, reread that sentence and try to put it in your
own words.
• Reading the questions first may help you
predict what the selection is going to be
about.
For selections with graphic features:
• Look at titles, pictures, charts, and graphs to
predict what the selection is going to be
about.
• Think about the purpose of the selection.
• Look at the graphic features and how they
make the selection more interesting or the
information clearer.
For informational selections:
• Read the title (if there is one) and the
opening sentence to predict what the
selection is going to be about.
• As you read, ask yourself what class you
might read the selection in.
• Notice the organization of the selection:
> Is it in chronological order (first one thing
happened, then the next)?
> Does the writer start with an observation
and then tell you how he or she came to
that conclusion?
> Does the title or the topic sentence give
you the main point?
> Is the main point supported or proven by
the rest of the selection?
> Has the writer divided the information into
chunks for you?
• Ask yourself “What is the main point the
writer is trying to make?”
• Identify what information is more and less
important.
For literary selections:
• As you read, predict what will happen.
• Think about the characters, setting, conflict,
plot, and main idea of the selection
From: DP After School Literacy Course 2002
Characteristics of Successful and Unsuccessful Student Performance
Unsuccessful
Successful
The unsuccessful student’s work is characterized
by:
The successful student’s work is characterized
by:
Simplicity
Complexity
In ideas and sparse supporting details; in understanding and
use of forms (e.g., personal essay, graphs and charts); and in
vocabulary use
Big ideas, details selected to support generalizations;
broad vocabulary; connects purposes, audience, and
form
Repetition
Variety
The small set of ideas selected from texts or chosen for
writing are used repeatedly; narrow range of skill sets for
choice of vocabulary and sentence structure; syntax is often
drawn from oral language
Range of literacy and fluency skills; navigates and
adopts different types of expression; produces own
ideas; syntax is that of written language where
appropriate; flexibility of expression
Concreteness
Abstraction
Focus on specifics of tasks; straight-forward purposes in
reading or writing; heavy reliance on personal experience
for evidence
Uses symbols and visualization in understanding and
expression; transfers skills and prior knowledge to new
situations
www.eqao.com
Suggestions to Improve Your Literacy Skills

Read! Read! Read! Even if you have no homework, read something every day.

Proofread your assignments: Before you submit work for evaluation, proofread it yourself and
then ask someone else to proofread it. Check spelling, grammar, and idea development.

Be sure that your work is thorough. Take the time to think through your ideas – do not simply jot
down the first thing that comes to your mind.

Develop your thoughts/ideas. A general rule of thumb is for you to imagine that the reader (your
evaluator) knows nothing about your subject. Give the necessary details to make your points
clear.

If you do poorly on a test or assignment, find out where you went wrong. If the test is being
discussed in class, make notes on your own copy. Also, take a look at a test of another student
who has done well. Compare her/his work to your own.

Take initiative: You are responsible for your own learning.