In many teaching exams including DSSSB, EMRS etc. English section will have questions based on reading comprehension, sentence formation, synonyms & antonyms, grammatical errors and so on. In which Reading Comprehension is one of the most scoring topics under the English Language sections of teaching exams. RC tests your ability to read text, analyze it and understand it’s meaning. Basically the two aspects are: Vocabulary and Text Comprehension.
In Reading Comprehension, candidates are given a passage followed by questions related to the passage. Candidate is supposed to answer it by choosing the correct option.
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HOW TO APPROACH READING COMPREHENSION:
Different Types of Questions Which Comes in Reading comprehension:
- Factual – these questions are based on the facts given in the passage.
- Main idea – in these questions we have to tell the main idea or the central theme of the passage.
- Title – the title of the passage is linked directly to the main idea of the passage.
- Inference – these questions are based on the inference of the entire passage.
- Tone – in tone-based questions we have to deduce the tone of the passage.
Words play a very significant role in RC passages. Words help you establish the motive of the author, connect the different ideas in a passage and highlight the important ideas or transitions in a passage. Below are a few common structural word types that you can expect in an RC passage:
1. Continuity: Words that are used by the author to support his point of view further. These words are also used to connect ideas.
Examples: Lastly, However, Moreover, Further, After, Soon, Next, Immediately, etc.
2. Opinionated: Opinions are the beliefs that the author has based on facts. These words contain adjectives like Big, Small, Concrete, etc.
3. Contrasting: Words used by the author when he is introducing an idea that is contrasting.
Examples: Nonetheless, Though, But, However, Regardless, Although, Despite, etc.
4. Conclusive: Conclusive words are used by the author when concluding something or summing up his/her argument in the passage.
Examples: Therefore, Thus, in conclusion, thus we conclude, Hence, in summary, to summarize, etc.
5. Positive words: Words used by the author when he/she supports the idea of the passage.
Examples: Good, Bright, Passionate, Effective, Fruitful, Productive, etc.
6. Negative words: Words used by the author when he/she is against the main idea of the passage.
Examples: Alarming, Tiring, Unproductive, etc.
The passages also contain questions on Synonyms, Antonyms, etc. which will require you to know the meaning of the words. However, if your vocabulary isn’t very good, you can always read the sentences before and after the word in case, to get a rough idea and guess the meaning of the word based on the context.
HOW TO ATTEMPT READING COMPREHENSION QUESTIONS:
There are two ways to attempt the RC questions in the exam.
1. First Passage – Then Questions:
• Read the passage thoroughly fist and then attempt the questions.
• Scan through the passage and see what you can answer, then read again pap scan the questions and see you can answer.
2. First Questions – Then Passage:
• Read all the questions with their options and then the passage to answer it.
• Try answering the questions by reading them with the possibilities.
• This is tricky and time saving approach.
TIPS TO IMPROVE THE READING COMPREHENSION:
• Read a variety of text; Newspapers, novels, magazines, etc. and read them online so your eyes get acquainted to the exam environment. Underline stuff that you think are important and look up difficult words on the dictionary to improve your vocabulary.
• It’s a good idea to use a pointer while reading to regulate your reading speed. Move the pointer quickly to read faster and move it slowly to read slowly.
• Always confine your understanding to the given passage only. Do not apply your knowledge to it. The questions given are purely based on the passage.
• Solve previous year exams Reading Comprehension questions to familiarize yourself with the pattern/type of questions asked.
Dos and Don’ts:
1. Don’t try to read fast:
Reading Comprehension isn’t about speed and memorization. Students who consider themselves slower readers can be very successful on the test, by learning active reading strategies to identify the most important information. Some parts are okay to read less carefully, for example, because they contain details supporting a larger claim or point.
2. Don’t time yourself too early on:
Accuracy, then speed! When learning a new skill, it’s better to leave timing considerations to the side until you’ve increased your skill level enough to warrant timing.
3. Do spend time on the fundamentals:
Effective reading strategies take time to learn and implement consistently. For example, understand how to identify important keywords (and why they’re important) before practicing many passages in a row. The hints and explanations in the system will help with this a lot.
4. Do learn about the entire question types:
An effective approach to a main point question is very different than an effective approach to an inference question, even though the passage is the same.
Direction: Read the passage carefully and choose the best answer to each question out of the four alternatives.
Nobody can argue that the acquisition of knowledge is more fun and easier with computers. The mere activity of touching and exploring this device constitutes an enjoyable task for a child. This, accompanied by the relaxing attitude and software interactivity, usually contributes to a better grasping of new knowledge. At a higher educational level the availability of digital books, simulators and other academic materials provide the student with an ever-accessible source of information, that otherwise would not be at hand. But, besides the increasing complexity and behavior of intelligent software, which is usually embedded in the academic digital material, the need for human interaction in the learning process will always be present, at least in the foreseeable future. There is the necessity for a human being to be able to determine what the specific needs of each individual are. A computer, no matter how sophisticated its software is, can hardly mimic the expertise of a teacher in how to explain and adapt complex concepts of different individuals.
Q1. According to the author, human intervention will always be required in order to
(a) Update old software
(b) Built bigger machines
(c) Determine the specific needs of the individual
(d) Repair broken down machines
Sol. The answer to this specific question is almost at the end of the passage. (If you’re running out of time, you can read the questions first and then try to find the answers in the first and the last paragraphs or the first and last few lines).
Q2. What other factors related to Computers contribute to a deeper acquisition of knowledge?
(a) Relaxing attitude and software interactivity
(b) Prompt response and accuracy
(c) Convenience of usage and design
(d) User friendliness and easy accessibility
Sol. The second answer is present at the beginning of the passage. The keyword ‘Contribute’ used in the question can be found in the passage.
Q3. That computers make learning easier is a fact-
(a) Accepted by all
(b) Rejected by some
(c) Welcomed by all
(d) Contested by a few
Sol. The answer to this one is in the very first line. (Implied idea).