IELTS Academic Reading ‘Gifted children and Learning’ Answers

Updated On Aug 26, 2021

IELTS Academic Reading ‘Gifted children and Learning’ Answers

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1 Gifted children and Learning
2 Answers

The IELTS Academic Reading: Cambridge Reading Sample; ‘Gifted children and learning’ with answers. The post will discuss the answers to questions 14-26. The headline of the passage is ‘Gifted children and learning’

Gifted children and Learning

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The answers with explanations are given below

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 include 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’.