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'''SAT Reading section techniques and strategies'''
'''SAT Reading section techniques and strategies'''


[[Category:SAT verbal]]
{{New SAT test disclaimer}}
[[Category:SAT Reading]]
[[Category:SAT exam prep]]


* see also:
* see also:
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* here for videos [https://www.youtube.com/playlist?list=PLyC6Fj2OdXlrS_2vRYBHtzPwu2WOLSCVQ modeling some of these techniques and correcting student errors on SAT Reading section practice tests (by Michael Bromley)]
* here for videos [https://www.youtube.com/playlist?list=PLyC6Fj2OdXlrS_2vRYBHtzPwu2WOLSCVQ modeling some of these techniques and correcting student errors on SAT Reading section practice tests (by Michael Bromley)]


== Reading Practice ==


* SAT reading section engages students in difficult and unfamiliar text
** in science, social studies, fiction, and journalism
* many teachers and prep tutors recommend that students engage in general reading in preparation
** this is fine advice, but it's too general to be useful
* instead, we recommend that students become constant readers of fiction and non-fiction across multiple disciplines
* more specifically, since the SAT Reading section uses excerpts,
** identify the sources of released and practice tests
** search titles or text extracts on academic databases (J-STOR, etc.)
** engage difficult short stories from
*** Sake, Virginia Woolf, James Joyce or Henry James
*** learn the historical context of these stories as well<br />
== Overview ==
== Overview ==
* SAT Reading Section Test Directions:
* SAT Reading Section Test Directions:
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* for paired evidence questions, usually 2 of the possible answers from the evidence source question don't address the prior question itself, so eliminate
* for paired evidence questions, usually 2 of the possible answers from the evidence source question don't address the prior question itself, so eliminate
* focus on '''information in questions'''
** every question contains information: identify it!
*** ex. the question, ''Why is the sky blue?'' tells us that the "sky" is "blue"
** identify exactly what the question is asking for
** pay attention to important question qualifiers such as ''most often'', ''usually, some times, generally,'' etc.
** if there are '''two parts''' to a question, possible answers or in comparison questions
*** ''you only need to eliminate ONE of the parts for the answer to be wrong''
* '''eliminate for errors''' instead of jumping on what you think is the correct answer  
* '''eliminate for errors''' instead of jumping on what you think is the correct answer  
** unless you see the correct answer directly in the text!
** unless you see the correct answer directly in the text!
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* in expository / comparison passages:
* in expository / comparison passages:
** pay attention to rhetorical questions
** pay attention to rhetorical questions
** look for straw man arguments (statements that put words in the mouths of opponents)
** look for straw man arguments (statements that put words in the mouths of opponents
 
* if there are '''two parts''' to a question, possible answers or in comparison questions
** you only need to eliminate ONE of the parts for the answer to be wrong


== BIG IDEAS ==
== BIG IDEAS ==
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** simplifying means isolating the core elements of a sentence or paragraph
** simplifying means isolating the core elements of a sentence or paragraph
* simplify by eliminating unnecessary sentence parts and modifiers and modifying phrases
* simplify by eliminating unnecessary sentence parts and modifiers and modifying phrases
>> ex. t.b.a.
>> ex. from Official Practice Test 3, Question 4:
                                  Certain of her
acquaintances were wont to give her plentiful
admonition as to the undesirability of interfering on
behalf of a distressed animal, such interference being
“none of her business.”


* "remove the noise" from the text by ignoring words you do not fully comprehend<br />
                            Certain of her
[somebodies] were [something] to give her plentiful
[something] as to the undesirability of interfering on
behalf of a [something] animal, such interference being
“none of her business.”
* simplify to:
Certain [people] give her plentiful [something] about
interfering on behalf of an animal, bc that interference
is “none of her business.”


=== Timed test ===
=== Timed test ===
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** note that the 2nd question frequently appears on the next page, so when you preview questions mark the 1st question to remind you to look at the 2nd first
** note that the 2nd question frequently appears on the next page, so when you preview questions mark the 1st question to remind you to look at the 2nd first
* there are two approaches to paired questions:
* there are two approaches to paired questions:
* Strategy 1: answer the second question first
# '''Strategy 1''': assess and test out the evidence in the second question first
** convert the first question into a statement so as to clarify what evidence to look for  
#* start by converting the question in the first question into a statement so as to clarify what evidence to look for  
** as you read through the possible sources of evidence, repeating the statement from the1st question so as to stay focused on the question: “what am I looking for?
#** as you read through the possible sources of evidence, repeat the statement from the 1st question so as to stay focused on the question:  
** if you use this approach do not look at the possible answers in the first question, which will may confuse you
#*** that is, “what am I looking for?"
** the evidence must be in the identified lines
#*** do not look at the possible answers in the first question, which will may confuse you
** do not use evidence before or after those lines!
#** the evidence must be in the identified lines
*** the only exception is if the evidence source contains a pronoun reference from a prior or subsequent line which may define its accuracy  
#** do not use evidence before or after those lines!
** once you find the evidence from the 2nd question, now repeat that evidence to yourself while you eliminate the possible answers from the 1st question
#*** the only exception is if the evidence source contains a pronoun reference from a prior or subsequent line which may define its accuracy  
** if you cannot eliminate down to one source of evidence in the 2nd question, test each possible source directly against the possible answers  
#* eliminate any evidence lines that DO NOT ADDRESS the prior question itself
* Strategy 2 (recommended by College Board): answer the first question first, then test the possible evidence from the second question
#** this way you don't have to waste time testing a wrong answer and risk getting fooled by the wrong answer mis-match that the questions are designed to fool you with
** you must be confident of the answer here (use aggressive elimination)
#** the strategy will usually help to eliminate 1-2 (sometimes 3) possible evidence sources, so it saves time
#** it may not work on all paired evidence questions, however
#*** especially ones in which the 1st question is open-ended
#**** (thus leaving us no information with which to eliminate the evidence).
#* once you find the evidence from the 2nd question, now repeat that evidence to yourself while you eliminate the possible answers from the 1st question
#* if you cannot eliminate down to one source of evidence in the 2nd question, test each possible source directly against the possible answers  
# '''Strategy 2''' (recommended by College Board): answer the first question first, then test the possible evidence from the second question
#* you must be confident of the answer here (use aggressive elimination)
* see what works for you: only practice will yield best strategies here
* see what works for you: only practice will yield best strategies here
* we recommend Strategy no. 1  
* we recommend Strategy no. 1
click EXPAND to see an example of Strategy no. 1 applied to College Board Practice Test 10, Reading section, questions 27-27
<div class="mw-collapsible mw-collapsed">
<pre>Q 26) Which conclusion is best supported by the findings of Olausson's 1993 experiment?
 
Q 27)
A) lines 22-26
B) lines 26-28
C) Lines 28-30
D) Lines 37-38</pre>
# test if the evidence matches the question itself from 26
#* here we see in the text that Q27 evidence lines A, B, & C do address the 1993 experiment, so we cannot eliminate yet
#* we do see that Q27 evidence D) lines 37-38 do not regard the 1993 experiment (it regards a 1999 experiment), so we eliminate D)
#* now we read the evidence lines 22-30 more closely
#** Q27 A) Lines 22-26 describe the techniques of the experiment but do not offer a "conclusion" to draw from it
#*** so we eliminate A) without even testing out the possible answers to Q 26.
#* Now we consider B & C, lines 26-30, and decide which of those two support Q 26 and "a conclusion" from the 1993 experiment.
#** since both do address the 1993 experiment and we might be able to draw a "conclusion" from them, we have to test them against the possible answers to Q26
#* write B) and C) on either side of Q26 and eliminate separately
#** we then see that the Q27 C) does not support any of the possible answers
#** and Q27 B) does not support 3 possible answers, but it does support the correct answer Q26 C).
</div>
 
=== “Command of evidence” without a paired "evidence" question ===
=== “Command of evidence” without a paired "evidence" question ===
* usually to find evidence for an excerpt:
* usually to find evidence for an excerpt:
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** Fiction
** Fiction
** Expository/Persuasive
** Expository/Persuasive
** Social Science (academic)
** Social Science (academic or journalistic)
** Scientific (academic)
** Scientific (academic or journalistic)
** Comparison (two expository/ argument passages)
** Comparison
*** historical primary source
*** journalistic or editorial
*** persuasive


=== Fiction ===
=== Fiction ===
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** social media and other technological challenges to modern society
** social media and other technological challenges to modern society
** libraries, academics, and information technology
** libraries, academics, and information technology
== Vocabulary ==
* SAT Reading measures contextual vocabulary not strict vocabulary knowledge
=== Contextual vocabulary approach & strategy ===
* read the surrounding paragraph/s for context
** read more than just the immediate sentence
** frequently, an answer is clarified by prior or subsequent sentences
** see Practice Test 1, Reading question no. 12
*** to answer this question, the student must read two sentences ahead
*** to identify the contextual meaning of "ambivalent," the student must identify that the "ambivalent feelings" result from both that "Many relish the opportunity" and ... "many dread the thought"
**** notice, also, the transitional phrase, "At the same time":
<pre>
This frequent experience of gift-giving can engender [ambivalent] feelings in gift-givers. Many relish the opportunity to buy presents because gift-giving offers a powerful means to build stronger bonds with one’s closest peers. At the same time, many dread the thought of buying gifts; they worry that their purchases will disappoint rather than delight the intended recipients.
</pre>
* identify the part of speech of the vocabulary word
** usually it is a noun, adjective, or verb
* identify how that word interacts grammatically with the surrounding word/s:
{| class="wikitable"
|+
!If it is a...
!
!
!
|-
|noun
|is it modified by an adjective?
|is it the subject or object of a verb?
is it the object of a non-finite verb (i.e., is it part of a participle or prepositional phrase)?
|
|-
|verb
|is it modified by an adverb?
|what is its subject and object or other complement (i.e. what is the full predicate)?
|
|-
|adjective
|what is the noun it modifies?
|
|
|}
* if there is a similar word type in the sentence, use it to identify a parallel meaning
** ex. from Test 9, Reading question no. 10
** the vocabular term "clean" must be similar in use to "pure"
** both adjectives describe a "sound" that the narrator heard
<pre>
"And listen to this.” And I heard a sound as [clean] and pure as a small silver bell. “The high-pitched tone tells you that the soot is very fine, as smooth as the sliding banks of old rivers."
A) complete.
B) skillful.
C) distinct.
D) upright.
</pre><blockquote>A) complete does not match "pure"; also, sounds are not "completed"
B) skillful < sounds may be skillfully created, but the sound itself cannot be skillful
C) distinct > correctly matches "pure"
D) upright < sounds cannot be "upright"</blockquote>
* next, identify the "type" or characteristic of the word:
* is it used for...
** people
** ideas/ concepts
** things
** animals or plants
* eliminate according to that "type" that it is (noun), does (verb) or is like (adjective)
=== Useful vocabulary for SAT Reading section comprehension ===
* Vocabulary terms are essential not just for reading comprehension of passages but also of questions themselves.
* Please see these entries on useful and important vocabulary for SAT verbal sections:
** [[SAT verbal sections terms for effective test-taking]]
** [[SAT Reading section historical timeline & themes#Historical%20terminology|SAT Reading section historical timeline & themes]]
** Writing section skills & strategies category for more on
*** [[Transition words translations|transition words]]
*** [[SAT_Writing_section_techniques,_strategies_%26_approaches#Useful_vocabulary_words_for_SAT_Writing_section|Useful vocabulary words for SAT Writing section]]
== Comprehending difficult text ==
=== reading skills practice ===
* break down complex sentences
** identify main clause (subject- verb)
** identify modifiers (relative clauses, prepositional phrases, etc.
** identify parenthetical phrases
** work on connecting multiple independent clauses and identifying the overall meaning of the sentence
* identify perspective shifts:
** when the author speaks for someone oneself
*** to set up an opposing argument for refutation
*** or to characterize an opponent's position
* identify and practice building context around transition words
** rhetorical questions
*** author speaking to the audience
*** challenging an opposite perspective/ claim/s
*** supporting author claim/s
* transition words
** for contrast
** for introduction of ideas
** for drawing conclusion


== Comprehending long or complex sentences ==  
== Comprehending long or complex sentences ==  
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* see also:
* see also:
** video by Michael Bromley on simplifying a complex sentence from College Board Practice Test 10, Reading Section Question 15: [https://www.youtube.com/watch?v=x3M8G4SulCw&feature=youtu.be SAT Reading Prep breaking down a complex sentence Test 10, Q 15]
** video by Michael Bromley on simplifying a complex sentence from College Board Practice Test 10, Reading Section Question 15: [https://www.youtube.com/watch?v=x3M8G4SulCw&feature=youtu.be SAT Reading Prep breaking down a complex sentence Test 10, Q 15]
[[Category:SAT verbal]]
[[Category:SAT Reading]]
[[Category:SAT exam prep]]
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