Gifted Children Learning IELTS Academic Reading Answers
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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
You should spend about 20 minutes on Questions 14-26, which are based on the Reading Passage below.
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.
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Questions 1-4
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer. |
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
Look at the following statements (Questions 5-9) 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 5-9 on your answer sheet. |
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
Reading Passage has six paragraphs, A-F.
Which paragraph contains the following information? Write the correct letter, A-F, in boxes 10-13 on your answer sheet NB You may use any letter more than once. |
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.
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Question Number | Answers | Explanation |
14. | A | In Paragraph A, the author mentions that a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children’s IQ scores, especially over IQ 130 which means the child is gifted, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc (domestic background is good). Hence, the answer is A. |
15. | D | In Paragraph D, the author says that teachers who have a tendency to ‘overdirect’ (teachers who tend to offer too much guidance) can diminish their gifted pupils’ learning autonomy. The result of this will be that the student, even a gifted one, will become too dependent on the teacher and it will lead to loss of autonomy and motivation to discover. All this might affect the impressive life successes. Hence, the answer is D. |
16. | F | In Paragraph F, the writer argues that fear (or anxiety) can limit the development of curiosity as it will limit problem-solving behaviour and lead to lack of scientific advance, which, in turn, will damage the possibilities of a bright future for the child. Hence, the answer is F. |
17. | D | In Paragraph D, the writer states that there are a number of new methods (or techniques) used in the classroom such as child-initiated learning, ability-peer tutoring, etc. that have been found to be useful for bright children from deprived areas, that is socially-disadvantaged children. Hence, the answer is D. |
18. | B | In Paragraph C, the author says that overviewing research on the thinking process of highly able children by Shore and Kanevsky in 1993 put the instructor’s problem succinctly. It mentioned that ‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors (produce accurate work), then we can shorten the practice’ (less time can be spent on exercises). Hence, the answer is B (Shore and Kanevsky). |
19. | D | Paragraph E informs about the research findings of Simonton in 1988 who points out that above a certain high level, characteristics such as independence (self-reliance) seemed to contribute more (becomes a valuable tool) to reaching the highest levels of expertise (helps gifted students reach their goals) than intellectual skills, due to the great demands of effort and time needed for learning and practice. Hence, the answer is D (Simonton). |
20. | E | In the last paragraph F, the author says that in Boekaerts’ review of emotion the learning of very high IQ and highly achieving children (gifted children) in 1991, she found emotional forces in harness, that is, these gifted children know how to channel their feelings. 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. This quality assisted their learning. Hence, the answer is E (Boekaerts). |
21. | A | In Paragraph A, the author writes that a very close positive relationship was found in Freeman’s research in 2010, when children’s IQ scores were compared with their home educational provision. The higher the children’s IQ scores, especially over IQ 130 that indicates a gifted child, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home. As we know that no one other than parents can be close relatives. So, if the child receives support from their parents and has a good domestic environment, he/she will benefit from it. Hence, the answer is A (Freeman). |
22. | C | In Paragraph E, the findings of Elshout (1995) are given. It mentions that knowledge is so vital to outstanding performance that individuals who will achieve at a higher level (really successful students) know a great deal (have learnt a considerable amount ) about a specific domain (their subject). Hence, the answer is C (Elshout). |
23. | Books and activities | In Paragraph A, the writer communicates that a very close positive relationship (a strong connection) was found between the children’s IQ scores, especially over IQ 130 and the better the quality of their educational backup, measured in terms of number of books and activities in their home. Hence, the answer is ‘books and activities’. |
24. | Internal regulation/ self regulation | In Paragraph B, the author mentions that there is a qualitative difference in the way the intellectually highly able and the average-ability or older pupils think. That is the reason why external regulation by the teacher (more direction from teachers) often compensates for lack of (do not have) internal regulation in children of average ability. So, 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. Hence, the answer is ‘internal regulation/self regulation’. |
25. | Emotional awareness | In Paragraph B, the author explains that all children can be helped to identify their own ways of learning (understanding their own learning strategies) – metacognition – which includes strategies of planning, monitoring, evaluation, and choice of what to learn. It is further added that emotional awareness is also part of metacognition. Hence, the answer is ‘emotional awareness’. |
26 | spoon-feeding | In Paragraph D, the writer talks about the role of teachers in the development of curiosity and self reliance. It is said that teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. As a result, the practice of ‘spoon-feeding’ can produce extremely high examination results (sets of impressive grades in class tests), but it is not always followed by equally impressive life successes. Hence, the answer is ‘spoon-feeding’. |
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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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