Victory for the ACT Student Text 15e

R EADING S TRATEGY S UMMARY • 163

STRATEGY SUMMARY

READING STRATEGIES

Understanding the three levels of reading comprehension and how they relate to the seven Reading item-types will help you to quickly identify the question that is being asked by a particular item. Š‡ ϐ‹”•– Ž‡˜‡Ž ‘ˆ ”‡ƒ†‹‰ǡ ƒ’’”‡…‹ƒ–‹‘ ‘ˆ –Š‡ ‰‡‡”ƒŽ –Š‡‡ǡ ‹• –Š‡ ‘•– „ƒ•‹…Ǥ ƒ‹ †‡ƒ ‹–‡• –‡•– ™Š‡–Š‡” ›‘— —†‡”•–ƒ† –Š‡ ’ƒ••ƒ‰‡ ƒ– –Š‡ ‘•– ‰‡‡”ƒŽ Ž‡˜‡ŽǤ Š‡ ϐ‹”•– •‡–‡…‡ ‘ˆ ƒ paragraph—often the topic sentence—may provide a summary of the content of that paragraph. Ž•‘ǡ –Š‡ Žƒ•– •‡–‡…‡ ‘ˆ ƒ ’ƒ”ƒ‰”ƒ’Š —•—ƒŽŽ› ’”‘˜‹†‡•…‘…Ž—†‹‰ ƒ–‡”‹ƒŽ –Šƒ– ƒ› ƒŽ•‘ „‡ helpful in understanding the general theme of the passage. Main Idea ‹–‡• ƒ• ƒ„‘—– –Š‡…‡–”ƒŽ –Š‡‡ –Šƒ– —‹ϐ‹‡• –Š‡ ’ƒ••ƒ‰‡ȋ•Ȍǣ • Which of the following is the main point of the passage? • The primary purpose of the passage is to…. Š‡ •‡…‘† Ž‡˜‡Ž ‘ˆ ”‡ƒ†‹‰ǡ —†‡”•–ƒ†‹‰ •’‡…‹ϐ‹…’‘‹–•ǡ –ƒ‡• ›‘— †‡‡’‡” ‹–‘ –Š‡ •‡Ž‡…–‹‘Ǥ š’Ž‹…‹– ‡–ƒ‹Žǡ ‘…ƒ„—Žƒ”›ǡ ƒ† ‡˜‡Ž‘’‡– ‹–‡• ƒŽŽ –‡•– ›‘—” ƒ„‹Ž‹–› –‘ ”‡ƒ†…ƒ”‡ˆ—ŽŽ›Ǥ ‹…‡ –Š‹• ‹• ƒ Dz‘’‡Ǧ„‘‘dz –‡•–ǡ ›‘—…ƒ ƒŽ™ƒ›• ”‡–—” –‘ –Š‡ •‡Ž‡…–‹‘Ǥ Š‡”‡ˆ‘”‡ǡ ‹ˆ •‘‡–Š‹‰ ‹• Š‹‰ŠŽ› –‡…Š‹…ƒŽ ‘” †‹ˆϐ‹…—Ž– –‘ —†‡”•–ƒ†ǡ †‘ ‘– †™‡ŽŽ ‘ ‹– ˆ‘” –‘‘ Ž‘‰Ȅ ›‘—…ƒ ƒŽ™ƒ›•…‘‡ back to it later if necessary. Explicit Detail ‹–‡• ƒ• ƒ„‘—– †‡–ƒ‹Ž• –Šƒ– ƒ”‡ •’‡…‹ϐ‹…ƒŽŽ› ‡–‹‘‡† ‹ –Š‡ ’ƒ••ƒ‰‡Ǥ Š‹• –›’‡ ‘ˆ ‹–‡ †‹ˆˆ‡”• ˆ”‘ ƒ ƒ‹ †‡ƒ ‹–‡ ‹ –Šƒ– ‡š’Ž‹…‹– †‡–ƒ‹Ž• ƒ”‡ ’‘‹–• ’”‘˜‹†‡† „› –Š‡ ƒ—–Š‘” ‹ the passage. Explicit Detail items provide “locator words” that identify the required information in the passage. • The author mentions which of the following? • According to the passage,…? Vocabulary items test your understanding of a word or phrase in context. The nature of the ‘…ƒ„—Žƒ”› ‹–‡• ‹†‹…ƒ–‡• –™‘ ’‘‹–•Ǥ ‹”•–ǡ –Š‡…‘””‡…– ƒ•™‡”…Š‘‹…‡ ™‹ŽŽ ƒ‡ •‡•‡ ™Š‡ ‹– ‹• •—„•–‹–—–‡† ˆ‘” –Š‡ ”‡ˆ‡”‡…‡† ™‘”†Ǥ ‡…‘†ǡ –Š‡…‘””‡…– ƒ•™‡”…Š‘‹…‡ ƒ› ‘– „‡ –Š‡ ‘•–…‘‘Ž› —•‡† ‡ƒ‹‰ ‘ˆ –Š‡ ™‘”†Ǣ ‹ ˆƒ…–ǡ ‹ˆ ‹– ™‡”‡ǡ –Š‡ ™Šƒ– ™‘—Ž† „‡ –Š‡ ’‘‹– ‘ˆ ‹…Ž—†‹‰ –Š‡ ‹–‡ ‘ –Š‡ –‡•–ǫ Š—•ǡ –Š‡ ‰‡‡”ƒŽ •–”ƒ–‡‰› ˆ‘” –Š‹• –›’‡ ‘ˆ ‹–‡ ‹• –‘ ˆƒ˜‘” –Š‡ Ž‡•• commonly used meaning. • The word ------- in line ## means…. •  Ž‹‡ ͗͗ǡ ™Šƒ– ‹• –Š‡ „‡•– †‡ϔ‹‹–‹‘ ‘ˆ –Š‡ ™‘”† ǦǦǦǦǦǦǦǫ Development items ask about the overall structure of the passage or about the logical role ’Žƒ›‡† „› ƒ •’‡…‹ϐ‹…’ƒ”– ‘ˆ –Š‡ ’ƒ••ƒ‰‡Ǥ • The author develops the passage primarily by…. • The author mentions…in order to….

Level 1— General Theme

Level 2— 6SHFLÀF 3RLQWV