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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:
Line 50: Line 48:


* 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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** 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 ==  
== Comprehending difficult text ==  
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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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