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Intelligence & Giftedness Reading Answers- IELTS - Reading Sample Question

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By:CANAM Group
Updated On:Dec 20,2023 04:36 PM IST

Prepare for IELTS with Canamprep to enhance performance in the reading section. This blog, ‘Intelligence and Giftedness Reading Answers’ IELTS Academic Reading Sample Question’ focuses on effective time management strategies and helps to develop skimming and scanning techniques to quickly identify the main idea. Using these techniques is extremely helpful in improving efficiency when working with time limitations during a test.

• Tips and Strategies to Crack the IELTS Reading Test

The IELTS Reading Module can be a great opportunity to score high. To do your best in this section, you need to understand how to approach and answer the different question types. By solving and reviewing sample reading questions from previous IELTS papers, you can ensure that your reading skills are up to par. The Academic passage, Intelligence and Giftedness learning IELTS reading answers, can help you prepare for the IELTS Reading exam. By completing the practice test and reading the detailed explanations, you can improve your answering efficiency and learn how to answer different question types. Ideally, you should not spend more than 20 minutes on a passage. Read the passage and solve questions related to the topic.

Tips and Strategies to Crack the IELTS Reading Test

Effective time management helps a lot to get success in the IELTS reading test. To enhance performance in the IELTS reading section and crack the IELTS test in 15 days, follow some tips and strategies mentioned ahead:

Understand the Context	Read the entire passage to grasp the overarching theme before attempting the questions.
Vocabulary Expansion	Improve your reading comprehension by expanding your vocabulary. Focus on words related to intelligence and education to enhance your understanding.
Skimming Practice	To read efficiently, try skimming passages to find the main ideas and then scan for specific details to answer questions. This technique can save time and help you focus on what's important.
Time Management	During practice sessions, allocate up to one minute per question to manage your time effectively.

It is important to infer meaning and draw conclusions from text, as not all answers will be directly stated.

Now read the passage carefully and answer the questions below:

INTELLIGENCE AND GIFTEDNESS

• Internationally, giftedness is often established by a score on a general intelligence test, commonly known as an IQ test, that surpasses a predefined cutoff criterion, which is typically in the top 2 to 5%. The educational contexts in which children grow have an impact on their IQ scores and how intelligence is utilized. When comparing children’s IQ scores with their home educational provision, for example, a substantial positive link was identified (Freeman, 2010). In terms of reported verbal contacts with parents, the quantity of books and activities in the house, and so on, the quality of a child’s educational assistance improves as their IQ grows, especially when it approaches 130. IQ tests are, to some degree, indicators of current accomplishment based on age norms since they are significantly impacted by what a kid has learnt; that is, how effectively children have learned to manipulate their knowledge and competence within the constraints of the exam. The vocabulary element, for example, necessitates hearing the terms. IQ tests, on the other hand, are incapable of distinguishing between learning and thinking processes or predicting creativity.

• Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area, very able children need the means to learn, which includes material to work with and focused challenging tuition -and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning – metacognition – which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

• High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

• Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers’ risks loss of autonomy and motivation to discover. However, when teachers or pupils reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child– initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.

• But scientific progress is not all theoretical, knowledge is so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise as mixed with a high level of motivation (Weisberg, 1993).

• To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of earning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advancement, because it motivates problem-solving behavior. In Boekaerts’ (1991) review of emotion, the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.

Questions 14-17

Reading Passage 5 has six paragraphs, A-F.

Which paragraph contains the following information? Write the correct letter, A-F, in boxes 14-17 on your answer sheet.

NB You may use any letter more than once.

14. a reference to the influence of the domestic background on the gifted child.

15. reference to what can be lost if learners are given too much guidance.

16. a reference to the damaging effects of anxiety.

17. examples of classroom techniques which favor socially-disadvantaged children.

Questions 18-22

Look at the following statements (Questions 18-22) and the list of people below.

Match each statement with the correct person or people, A-E.

Write the correct letter, A-E, in boxes 18-22 on your answer sheet.

18. Less time can be spent on exercises with gifted pupils who produce accurate work.

19. Self-reliance is a valuable tool that helps gifted students reach their goals.

20. Gifted children know how to channel their feelings to assist their learning.

21. The very gifted child benefits from appropriate support from close relatives.

22. Really successful students have learnt a considerable amount about their subject.

List of People

A. Freeman

B. Shore and Kanevsky

C. Elshout

D. Simonton

E. Boekaerts

Questions 23-26

Complete the sentences below.

Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 23—26 on your answer sheet.

23. One study found a strong connection between children’s IQ and the availability of ………………. and ………………. at home.

24. Children of average ability seem to need more direction from teachers because they do not have ………………

25. Meta-cognition involves children understanding their own learning strategies, as well as developing ………………

26. Teachers who rely on what is known as ………………. often produce sets of impressive grades in class tests.

Answers

Check out Gifted children and learn reading answers below with explanations and locations given in the text.

14. A

15. D

16. F

17. D

18. B

19. D

20. E

21. A

22. C

23. books (and) activities [In either order]

24. internal regulation/ self-regulation

25. emotional awareness

26. spoon-feeding

Conclusion

In the nutshell, we can say that reading modules requires a combination of linguistic competence and strategic reading skills. Candidates who excel in this section demonstrate not only a mastery of the English language but also an ability to engage with complex texts in a nuanced manner. The reading module assesses a candidate’s language skills, which helps to make the examination more reliable and relevant in evaluating English language proficiency for different purposes. Reading passage ‘Intelligence and Giftedness Reading Answers- IELTS Academic Reading Sample Question’ provides information regarding the IELTS exam. Practice this sample to improve your reading skills. Prepare for IELTS with Canam expert language trainers.

FAQ

Does IELTS include American English?

IELTS is an International English test that covers all major varieties of English (American, Australian, British).

How long is an IELTS score valid?

An IELTS Test Report Form (TRF) is valid for two (2) years.

How soon can the candidate take the IELTS test again?

Candidates can appear for the IELTS exam anytime throughout the year.

What is the Speaking test?

The Speaking test comprises a recorded, 11-14 minutes discussion with a certified IELTS Examiner, consisting of three sections.

What kinds of accents can be heard in the Listening and Speaking tests?

IELTS is an international test, and various English accents are used in both of these tests.

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Intelligence & Giftedness Reading Answers- IELTS - Reading Sample Question

Table of Contents

Tips and Strategies to Crack the IELTS Reading Test

Questions 14-17

Questions 18-22

List of People

Questions 23-26

Answers

Conclusion

FAQ

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Griffith University - Nathan Campus Queensland

La Trobe University - Bendigo Campus Victoria

LCI Melbourne - Art & Design School Victoria

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Auckland University of Technology - City Campus Auckland

Eastern Institute of Technology - Hawke Bay Campus Hawke's Bay

Manukau Institute of Technology -Manukau Campus Auckland

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