In This Chapter

Working on reading skills and approaches

Evaluating content as you read

Rehearsing the test-taking experience

To excel in school and in the workplace, you need to be able to read and comprehend written communication — letters and memos, policy and procedural manuals, work orders, reports, safety instructions, and so on. If you plan to study in college or pursue a career in journalism or publishing, the ability to read and decipher complex documents becomes even more important and valuable. In fact, a person’s reading level is one of the best predictors of academic and employment advancement. The GED test developers recognize the importance of reading skills. As a result, every section of the test, especially the RLA section, is designed to assess your ability to read and comprehend the written word.

In this chapter, we focus on helping you hone and tone your reading and comprehension skills.

Understanding Words from Context

You don’t need to memorize the dictionary to understand vocabulary. Good thing, too, because the English language contains over one million words. If you have an average working vocabulary (the number of words you use daily), you know the meaning of about 15,000 to 20,000 words. However, your reading vocabulary is probably much higher. In other words (no pun intended), you probably understand many more words when reading than the limited number you use daily.

Part of the reason you understand more words than you use is that you have the ability to infer the meanings of words from context — from how the word is used in a sentence. The surrounding text contains clues to the meaning of unknown words. Here’s an example:

The teacher’s brusque manner that evening irritated most parents, who were used to longer discussions about their children.

From the context of the sentence, you know that brusque refers to the teacher’s behavior toward the parents. If they expected more, then brusque must mean harsh or rude in some way. In this case, it means abrupt or dismissive. You can work out other vocabulary the same way. Though this technique may not give you the precise meaning of a word, the meaning you infer is usually close enough to work with the passages you’re reading.

Try these example questions. If you don’t know the meaning of the underlined word, try to infer the meaning from its context:

2. Example.eps The home showed not even a modicum of taste, what with plaid purple upholstery and yellow wallpaper offset by a collection of dusty debris in every nook and cranny.

(A) tiny trace

(B) sign

(D) growing

3. Example.eps The war quickly became ubiquitous. After Germany declared war on Russia and France, Britain and the British Empire declared war on Germany. The other European nations followed. Then Japan declared war on Germany, followed by countries from around the world.

(A) fierce

(B) unwinnable

(D) widespread

These three examples are enough to show you how well logical deduction can help you decipher words when you’re uncertain of their meanings.

Check your answers to see how well you did:

The reference to an oasis and a cactus indicates that desiccated describes remains found in a desert. Remains found in a desert have most likely dried out, and this word means just that: “dried out” or “mummified.”
Modicum modifies taste. Based on the description of the apartment, the owner shows very little taste. Choices (A), (B), and (C) are all somewhat similar, which should give you a sense of what the sentence means. Choices (B) and (C) are partly correct, but the best interpretation is Choice (A), not even a tiny trace. Choice (D) is completely wrong.
Ubiquitous means “widespread.” You can deduce that from the way other countries joined in, first in Europe, then from the British Empire, and finally even from other continents.

If this practice leaves you uncomfortable, lots of websites offer lists of the most important words to know. One example is the top 1,000 list at www.vocabulary.com, but entering “most important words to know” in your favorite search engine will take you to others.

Balancing Speed and Comprehension

Reading quickly and comprehending what you read aren’t mutually exclusive; however, you need to find your comfort level. Practice reading newspapers to see how much you retain from a very quick skim of an article. Skim an article and write down all the key points you remember. Then reread the article carefully to see what you missed. Skim a different article and try again. Slow your pace to a point where you pick out most key points without reading every single word. When you reach a comfortable speed and comprehension level, increase your speed again. With practice, you can improve both speed and comprehension.

The RLA test contains reading passages for both the short answer items and the Extended Response. Take a different approach depending on the test section. Short answer items consist of a stimulus text (the passage on which the question is based) and answer options. You’re looking for a specific answer in the brief passage. Consider this approach:

Read the question and answer options very carefully.
Skim the stimulus passage.
Isolate the key terms.
Reread those sections carefully for answer matches.

This method works for this type of question because you’re looking for something specific. Reading the question and answer choices identifies what you’re looking for. Skimming helps you find it in the passage.

For the RLA Extended Response, you’re reading a longer passage that you must analyze. Reading the passages for the Extended Response requires a different approach:

Read the first and last paragraph carefully to identify the thesis statement.
Skim the remaining paragraphs to identify key points or premises.
Read the remaining paragraphs more closely to note the evidence presented to support each premise.

You can always go back and reread more slowly if you’re worried you missed something.

Skimming on a Computer Screen

Skimming on a computer screen is more difficult, in part because the screen is vertical. You can’t use fingers to trace the lines. The screen also presents much more of the image at once, and your eyes may wander. Further, with printed text, you can highlight key words as you skim, which isn’t an option on a computer screen.

Try the following techniques to improve your reading comprehension on a computer screen:

Let your eyes wander. Select key words you need to find, and then scan the screen for them. Then carefully read the adjacent text.
Cover the screen with a sheet of paper, moving it down to reveal one line at a time. That forces your eyes to focus on the text. Then you can move down as quickly as is comfortable.
Lean back from the screen. This approach makes the text a smaller part of your field of vision and allows you to concentrate better. Studies have shown that a narrower field, the width of text you see at any one time, actually improves reading speed on the computer screen.
Increase the font size, if possible, which creates a narrower field. That allows you to focus better. However, be aware that some programs don’t reformat the content to fit a narrower image but rather cut off the sides. That forces you to scroll sideways as well as up and down, removing any benefit.

Which of these strategies works best for you is a matter of individual preference.

Remembering the Essay Models

Essays, whether they’re the formula essay (see Chapter 8) or some other format, all follow a three-part structure: the opening with the thesis, the middle with the evidence and arguments, and the end with the conclusion. Use the structure of the passage as a key to unlocking its content. Read the first and last paragraphs carefully to identify the main point and the author’s point of view. Then skim through the middle, looking for evidence to support the claim. If the essay is well written, the first and last sentence in each paragraph reveal the paragraph’s meaning.

If the Extended Response text is a newspaper article, expect a different format. Newspaper articles put all the key information in the first sentence. The headline and the first sentence summarize the story; all the rest of the article is details.

Detecting Bias and Faulty Logic

All writing contains some degree of bias, intentional or not. On the RLA test, you can’t check the validity of any evidence presented, but you can look for bias and flaws in the reasoning. Here’s a quick checklist:

Analyze the scope of the essay. In an attempt to persuade readers, writers often limit the scope of an essay to such a degree that no room is left for valid objections. Ask yourself how complete the argument and evidence are and what the passage omits.
Look for signs of bias. Consider the evidence and the words used to present it. Does the writer present facts objectively or merely express opinions? Do certain claims appear to be exaggerated? Is the evidence precise, or does the author overgeneralize? The more specific and factual the evidence, the more likely it is to be free of bias.
Check the logic. Write down the thesis statement, followed by the premises and any unstated assumptions on which the argument is based. Does the thesis follow logically from the premises and assumptions? If the argument is based on any assumptions, are the assumptions reasonable? An argument based on false assumptions has no merit.
Tune in to the tone. Impassioned speeches can whip a crowd into a frenzy even when the logic is flawed. Emotionally charged language, exaggerations, and unfair or disparaging treatment of opposing views are all signs of bias. Rhetorical questions can also be used to mislead the reader.
Consider the source. Are the authors associated with any special interest groups? Do they have any political or ulterior motives for writing the passage? The writers may have personal agendas. Articles from a pro- or anti-anything group are suspect, and you should weigh the evidence presented very carefully for validity, exaggeration, and bias.

Reading for Details (Picking Out Key Words)

Reading for detail is the intense version of reading. You read every word and keep asking yourself how what you read relates to the task required of you. If you’re looking at a grammar question, try to remember which grammar rule applies as you read. If the question is about mood or style of a passage, keep the appropriate tools and approaches in the back of your mind. Considering the limited time on the test, you should practice careful reading to build up both your confidence and your speed before attempting the test.

Approach the two sections of the RLA test differently:

As you look for specific information and detail on the Extended Response and in longer passages, start by skimming. Connect the point of the passage to the supporting detail. Then list those details in your own words. This approach helps you absorb the material because you’re interpreting it as you gather content. Finally, scan for specific terms and read those sections carefully to pick out all the detail you need.
For the short answer items, read the answer choices carefully and then scan the question for key terms related to the answers. When you find them, read that section carefully to extract the details needed to select the correct answer.

Tracking Tone in Longer Passages

An author creates the tone of a passage through the choice of words, the point of view, and the details presented. In fiction, the imagery and attitude of the writer to the subjects is also important. When you’re assessing the essays in the Extended Response, tone provides insight into the author’s motivations and point of view and may raise concerns about bias. To evaluate tone, ask the following questions:

Is the language impartial, or does it contain loaded — exaggerated or emotional — words? For example, describing someone as twisted rather than confused suggests that the person has a sick mind. Likewise, describing an opposing view as ludicrous rather than ill-informed conveys a value judgment.
Is the material presented impartially, or does it appear slanted? You’ve probably heard of politicians spinning a story or a report to make themselves or a certain situation appear better or worse than it really is. You may find the same sort of spin in a written passage on the test. Ask yourself whether the writer is being objective or trying to twist the truth.
Did the writer cherry-pick the data? Cherry-pick is an idiomatic expression that means to selectively present only those facts that support your point of view and exclude all others. A passage that addresses evidence that challenges the position stated in a passage indicates that the author at least acknowledges the presence of such evidence.
Is the writing humorous or sarcastic, factual or passionate? Try to plug into the writer’s feelings as she wrote the piece. Is she angry, happy, sarcastic, sad, bitter? An author’s feelings are commonly conveyed through the tone of a passage, and they help you identify the author’s purpose in writing the piece.

Paraphrasing

Paraphrasing (putting information into your own words) is a useful tool for expanding your understanding of what you’re reading. It forces you to process and internalize the information, and the physical act of jotting notes as you read reinforces your comprehension of the material.

Paraphrasing works especially well when trying to reduce a longer passage to a few short points. Take the following steps when reading a long passage:

Read.

Isolate the key points.
Interpret.

Ask yourself what the meaning and intended purpose of the key points are in the passage.
Restate.

Write down the points from the passage. Then, using only your own notes, write them down in your own words.

By reading, interpreting, and restating, you’ve manipulated the data in your mind, which enhances your learning and the clarity of your thinking.

Paraphrasing is a skill that takes time to develop. Practice isolating key points from newspaper stories and then take the next step: Rewrite the story in your own words, using only the key points you wrote down. At the end, compare the original with your own story to see how accurately you were able to paraphrase.

Practicing Under Pressure

Studies show that people often choke under pressure. However, you can reduce the risk. You’re already taking the most important step to deal with test anxiety and the pressure of actually taking the test on test day — you’re preparing for the test. Reading speed makes a difference. Apply the tips you have learned here about reading quickly and finding key facts in the text. Find a longer passage online or a document you can read on your computer screen. Count the number of words and then time yourself to see how quickly you can read it. We suggest reading on screen because that is how you will do the test. Then, without rereading the story, write down the five most important points and five pieces of supporting evidence in that story.

The average reader achieves 200 words per minute, with about 60 percent comprehension. If your reading speed is less than that, you need more practice. If you cannot remember at least five or six points, you need more practice.

The next step is to take practice tests under conditions similar to those on test day.

Simulate the test-taking experience. Astronauts and pilots do it, and so should you. We’re not suggesting that you build your own testing center, but you can certainly find a quiet place with fluorescent lights, a desk, an uncomfortable chair, and perhaps even a computer. Your local library may be the perfect place. If not, find a quiet room in your home and take the practice test in Chapter 9. To make the simulation even more realistic, do the following:

Turn off the music, TV, smartphone, and any other digital distractions.
Lose the drinks and snacks. They’re allowed in the testing room only as accommodations for special needs.
Set a timer. The biggest source of pressure for most test-takers is the limited amount of time they have to complete the test.
Don’t take bathroom breaks. They may not be allowed during the test.

Maintaining Focus

When you take the actual GED tests, you’re under time pressure as well as the pressure you put on yourself to succeed. Clearing your mind of everything other than the test is easier said than done. After all, you have a life with responsibilities and worries.

As you’re sitting in front of that test, whether it’s the real GED test or the practice test in this book, take a few deep breaths. Breathe in, hold, and breathe out. Repeat three or four times. Deep breathing keeps you from hyperventilating and getting flustered. As you breathe, think of a time when you were successful and happy in your achievement. Think of how completing the GED test successfully will improve your life. Tell yourself, “I can do this. I am prepared.”

Center yourself with deep breathing and positive affirmations before the test, as you get started, and during the test. If you feel distracted or your attention wavers, repeat the breathing exercises. They really do help you focus and keep your reading speed and comprehension on track.

For steps to take in the days and weeks before the test, refer to Chapter 4.

Ten Tips for Faster Reading and Improved Comprehension