Gifted Children Learning IELTS Academic Reading Answers

Introduction

The IELTS Reading Module can be a great opportunity to score highly. 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 past IELTS papers, you can ensure that your reading skills are up to par.

The Academic passage, Gifted Children 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. Let’s see how easy this passage is for you and if you’re able to make it in 20 minutes. If not, try more IELTS reading practice tests from IELTSMaterial.com.

The Gifted Children Learning IELTS Reading Answers passage discusses and provides examples of three IELTS Reading question types:

• Matching Headings (Questions 14-17)
• Matching Features (Questions 18-22)
• Sentence Completion (Questions 23-26)

Reading Passage 

Gifted Children and Learning 

A  ‘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 utilised. 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.

B In the lack of proper backing, excellence cannot develop. To attain an extraordinarily high level in any profession, highly talented youngsters need learning materials and rigorous, concentrated training, as well as encouragement to follow their aspirations. There seems to be a fundamental difference between intellectually talented people’ cognitive processes and those of pupils of ordinary intelligence or older age, for whom external teacher control typically compensates for a lack of internal regulation. To attain optimum self-regulation, all children may be helped to discover their individual learning styles – metacognition – which will include skills for planning, monitoring, assessing, and selecting what to study. Children should be guided to have emotional awareness related with the subject to be learnt, such as interest or confidence, since emotional awareness is a component of metacognition.

C High achievers employ self-regulatory learning processes more often and successfully than poor achievers, and they can adapt these talents to new activities more easily. Some youngsters exhibit this inclination to such an extent that they seem to be talented in some areas. The instructor’s issue was clearly summarised in a review of studies on the mental process of talented children (Shore and Kanevsky, 1993): ‘If they [the gifted] just think more rapidly, then we should teach more fast.’ If they make fewer mistakes, we can decrease the practice time in half. This is clearly not totally right; learning and teaching methods must be modified to accommodate for the diverse ways in which people think.

D Talented students, on the other hand, need some direction from their professors in order to study independently. Teachers who “overdirect” their students, on the other hand, may limit their students’ learning autonomy. Although ‘Spoon-feeding’ may result in very high test marks, it does not necessarily result in similarly extraordinary life success. Over-reliance on instructors may lead to a loss of independence and ambition to learn. Encouragement of students to reflect on their own learning and thinking, on the other hand, increases students’ self-regulation. It may be as easy as asking a tiny kid, “What have you learned today?” to recognise what they are doing. Given that one of the primary purposes of education is to shift control of learning from instructors to students, enhancing students’ learning-to-learn strategies should be a substantial effect of the school experience, particularly for the most gifted kids. A range of novel strategies, such as child-initiated learning and ability-peer tutoring, may be advantageous. These strategies have been demonstrated to be especially beneficial for talented children who live in underprivileged settings.

E However, scientific advancement is not merely theoretical; knowledge is important to outstanding performance: those who are well-versed in a certain area outperform those who are not (Elshout, 1995). Due to the enormous demands of labour and time necessary for learning and practise, Simonton (1988) discovered that at a certain high level, attributes such as independence seemed to contribute more to reaching the greatest levels of competence than intellectual talents. Creativity may be characterised as skill mixed with a strong desire to succeed (Weisberg, 1993).

F Finally, the emotions of both the learner and important others have an influence on learning. Positive emotions foster the creative parts of earning, but negative emotions constrain them. Fear, for example, may inhibit the development of curiosity, which is essential for scientific growth since it encourages problem-solving behaviour. In her research of emotion and learning in children with high IQs and high levels of success, Boekaerts (1991) revealed that emotional energy may be used. They were naturally interested, but they also wanted to control their surroundings, increase their learning efficiency, and expand their own learning resources.

Questions 1-4

1. Meta-cognition is the process by which children understand their own learning techniques and develop .
2. Teachers who rely on what is known as __________ frequently get excellent results on class assessments.
3. Children of ordinary ability appear to require extra guidance from teachers because they lack .
4. According to one study, there is a considerable link between children’s IQ and the availability of _____________ at home.

Questions 5-9

5.It is possible to spend less time on exercises with gifted pupils who produce accurate work.
6.Self-reliance is an important method for exceptional students to achieve their goals.
7.Truly effective pupils have a significant quantity of subject knowledge.
8. Gifted children can use their emotions to improve their learning.
9. Close family members help the exceptionally brilliant child.
List of People
A Freeman
B  Shore and Kanevsky
C Elshout
D Simonton

Questions 10-13

10. A reference to the impact of the home environment on the brilliant child.
11. Mention what can be lost when students are overly assisted.
12. A reference to the harmful effects of anxiety.
13. Examples of teaching practices that benefit pupils from low-income families.

Gifted Children Learning IELTS Reading Answers with Explanations

The Gifted Children Learning IELTS Reading Answers with explanations helps you identify errors in your understanding of the passage and find the information you need to answer questions.

Tips for Answering the Question Types in the Gifted Children Learning IELTS Reading Passage

Let us check out some quick tips to answer the three types of questions in the Gifted Children Learning Reading Answers passage.

Matching Headings:

• Matching Headings is a type of IELTS reading question that requires you to match a list of headings to the correct paragraphs in a passage.
• To answer matching headings questions, you can use the following strategies:
  • Read the headings first: This will give you an idea of the topics that will be covered in the passage.
  • Read the paragraphs quickly: This will give you a general understanding of the content of each paragraph.
  • Match the headings to the paragraphs: As you read each paragraph, look for the heading that best summarizes the main idea of the paragraph.
  • Check your answers: Once you have matched all of the headings, double-check your answers to make sure that they are correct.

Matching Features:

• Matching Features is a type of IELTS reading question that requires you to match a list of features to the correct people, places, or things in a passage.
• To answer matching features questions, you can use the following strategies:
  • Read the features first: This will give you an idea of the types of information that you are looking for in the passage.
  • Read the passage quickly: This will give you a general understanding of the content of the passage.
  • Match the features to the people, places, or things: As you read the passage, look for the information that matches each feature.
  • Check your answers: Once you have matched all of the features, double-check your answers to make sure that they are correct.

Sentence Completion:

• Sentence Completion is a type of IELTS reading question that requires you to fill in a gap in a sentence with a word or phrase from the passage.
• To answer sentence completion questions, you can use the following strategies:
  • Read the sentence carefully: This will give you an idea of the type of word or phrase that is missing.
  • Scan the passage for the keywords: The keywords in the sentence can help you to identify the correct word or phrase.
  • Read the sentence with the missing word or phrase: This will help you to see how the word or phrase fits into the sentence.
  • Check your answer: Once you have filled in the gap, make sure that your answer makes sense in the context of the sentence.

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