Ways of Reading Reading Answers

Oct 3, 2024

Ways of Reading Reading Answers is an academic reading answers topic. Ways of Reading Reading Answers has a total of 13 IELTS questions. In the questions set, there are questions where you have to choose Yes, No, and Not Given. In the next set of questions, you have to choose the correct letter and correct ending.

Candidates should read the IELTS Reading passage thoroughly to recognize synonyms, identify keywords, and answer the questions below. IELTS Reading practice papers feature topics such as Ways of Reading Reading Answers. Candidates can use IELTS reading practice questions and answers to enhance their performance in the reading section.

Section 1

WAYS OF READING

Choosing how to read books is getting harder now there's a choice of on paper, tablet, e-reader, or smartphone - and people have strong opinions on which medium is best. But is there more to the decision than expense and convenience? The answer suggested by numerous studies into the neuroscience and psychology of reading in different formats is emphatically that there is. There's no shortage of people warning of the risks attendant on the rise of 'screen culture', as the neuroscientist Susan Greenfield calls it. She has repeatedly expressed concern that, as technology takes us into unknown territory, 'the brain may be adapting in unprecedented ways'. Though she tends to stress that these changes might be good or bad, her more negative speculations have been picked up in the media and amplified in far more strident terms.

E-reading certainly took off quickly. The Pew Research Centre reports that, as recently as 2010, hardly anyone in the USA had an e-reader or tablet. By 2014 half did, with 17 per cent reading at least one e-book in that year. But was that a cause for concern? There is some evidence that reading on screen can result in less comprehension and even affect sleep patterns. But the research here is complex and inconclusive and, in any case, it is actually doing something far more interesting than telling us which medium is superior. It's making us think more about what it means to read. As researchers examine the differences between reading in different media, they are also having to distinguish carefully between different things we do when we read. For instance, the difference between 'deep reading', when you really get immersed in a text, and 'active learning, when you make notes in margins or put down the book to cross-reference with something else. When Anne Campbell of the Open University in Scotland compared how young people used very basic e-readers and paper books, she found that the electronic devices promoted more deep reading and less active learning. This appeared to be a direct result of design. 'They were less distracted using an e-reader; she told me. 'They were almost being forced to focus on it because of the very lack of ability to do things like flick forward and flick back:

Another related, widely replicated finding is that people read more slowly on screens than from paper. Sara Margolin of the State University of New York has also conducted research in this area. She says that 'slowing down may actually allow us to spend more time consolidating what we've read into a more cohesive mental representation of the text'; furthermore, 'not skipping around during reading' could be 'a good thing in that it forces the reader to process the text in order, and preserves the organisational structure the author wanted us to follow: However, it also discourages re-reading, which is known to help with 'meta-comprehension' readers' ability to recognise whether or not they've understood what they just read. This example alone shows how debates over whether print beats screen are hopelessly simplistic, not least because reading on a computer, with endless distractions a click away, is very different from reading on a dedicated e-reader. Much depends on what you're reading and why. In a Taiwanese study led by Szu-Yuan Sun, the results suggested that reading linear texts in the manner of traditional paper books is better for 'literal text comprehension' but reading on computers with hyperlinks 'is beneficial to inferential text comprehension'. Inother words, the joined-up environment of the web encourages people to make connections and work things out for themselves, while straightforward reading encourages them to take in and believe what's on the page in front of them. Hence the prevalence of hyperlinks and multiple windows on computers could be seen as creating either unwelcome distraction or more opportunities for active learning Where research has suggested that comprehension is diminished by screen reading, it is hard to know if this results from the particular piece of technology and people's ability to use it easily. 'Having a device that requires a lot of attention to operate could essentially steal working memory resources; says Anne Mangen, from the University of Stavanger in Norway.

This is a nice example of how hard it is to know whether the preferences we have for one type of reading device over another are rooted in the essentials of cognition or are simply cultural. It's equally important not to make hasty unsubstantiated claims about either form of reading. For example, Margolin says that one of the biggest problems with screen reading is that back-lit screens used by early tablets lead to eye fatigue and, if done at night, made sleeping difficult. Newer screens have overcome these problems, so earlier • assumptions about the effects of screen reading on sleep need to be re-examined. A whole other area of research concerns motivation. One of the recurrent concerns of the internet age is that teenagers are reading less. But there is some evidence that, used wisely, e-readers could encourage more reading. Campbell, for instance, found that teens read more when using e-readers than paper books. She thinks the main reason for this is that the device is small, light and portable, and you can pull it out at odd moments such as 'when waiting for the bus to arrive'. E-readers also have the advantage that, from the outside, it's impossible to see whether someone is reading the latest teen vampire romance or a primer on differential calculus. 'You could study surreptitiously; says Campbell, giving examples of people using their readers while getting their hair cut or even at work.

Overall, there doesn't seem to be any convincing evidence that reading on screen or paper is better per se. 'If the cognitive component is strong; suggests Benedetto, the cultural one is even stronger: For Margolin, the preference for reading on paper or a screen seems to be just that: a preference: And, increasingly, younger people are opting for digital. A large National Literary Trust survey in 2013 found 52 per cent of 8 to 16-year-olds preferred reading on screen, with just 32 per cent preferring print. Mangen suggests that we need more longitudinal studies, conducted over decades, before we can figure out which effects of different reading media are due to familiarity or lack of it, and which are 'related to more innate aspects of human cognition'.

Questions 27-34

Do the following statements agree with the views/claims of the writer in Reading Passage 3?

In boxes 27-34 on your answer sheet, write

YES - if the statement agrees with the views/ claims of the writer

NO - if the statement contradicts the views/ claims of the writer

NOT GIVEN - if it is impossible to say what the writer thinks about this

27. Convenience is the main thing that guides people's choice of whether to read on paper or on screen.

Answer: NO

Supporting statement: “........But is there more to the decision than expense and convenience? The answer suggested by numerous studies into the neuroscience and psychology of reading in different formats is emphatically that there is........”

Keywords: numerous, emphatically

Keyword Location: para 1, Line 3

Explanation: The passage suggests that the decision to read on paper or on screen involves more than just convenience and expense, indicating that other factors, like psychological and cognitive aspects, are important.

28. The media has generally exaggerated Greenfield's analysis of the risks of screen culture.

Answer: YES

Supporting statement: “........Though she tends to stress that these changes might be good or bad, her more negative speculations have been picked up in the media and amplified in far more strident terms........”

Keywords: stress, negative

Keyword Location: para 1, Line 7

Explanation: Greenfield herself presents a balanced view that technological changes may have both positive and negative outcomes. However, the media has focused disproportionately on the negative aspects, amplifying her concerns.

29. The Pew Research Centre's findings should not be taken too seriously.

Answer: NOT GIVEN

Explanation: While the passage mentions the Pew Research Centre’s findings about the increase in e-reader use, it does not provide any judgment on whether these findings should be taken seriously or not

30. Research aimed at deciding whether reading paper books is better than reading on screen has largely been a waste of time.

Answer: NO

Supporting statement: “........"It's making us think more about what it means to read.........”

Keywords: think, read

Keyword Location: para 2, Line 5

Explanation: The research into different reading formats has contributed to a deeper understanding of the process of reading itself. It has not been a waste of time, as it has provided insights into how we engage with text in different formats.

31. The distinction between 'deep reading' and 'active learning' is a false one.

Answer: NOT GIVEN

Explanation: The passage discusses deep reading and active learning as distinct processes without questioning the validity of the distinction. There’s no claim that the distinction is false, so this is not addressed in the text.

32. Campbell found that simple e-readers were not good for developing 'deep reading' skills.

Answer: NO

Supporting statement: “........She found that the electronic devices promoted more deep reading and less active learning........”

Keywords: electronic, active

Keyword Location: para 2, Line 8

Explanation: Campbell’s research shows that e-readers actually enhance deep reading. Therefore, the statement that they are "not good" for deep reading is incorrect.

33. There is little evidence to back Margfolin's finding that people read an e

slowly than a paper book.

Answer: NO

Supporting statement: “.......Another related, widely replicated finding is that people read more slowly on screens than from paper..........”

Keywords: related, screen

Keyword Location: para 3, Line 1

Explanation: This finding has been widely replicated, meaning there is plenty of evidence supporting Margolin's claim that reading on screens tends to be slower than reading on paper. Hence, the statement that there is "little evidence" is false.

34. An e-reader may help people to read in the way the original writer intended.

Answer: YES

Supporting statement: “........Not skipping around during reading' could be 'a good thing in that it forces the reader to process the text in order, and preserves the organizational structure the author wanted us to follow........”

Keywords: structure, reader

Keyword Location: para 3, Line 4

Explanation: E-readers can prevent readers from skipping around and help them follow the author's intended structure. This supports the idea that e-readers may encourage reading in the way the writer intended.

Questions 35-37

Choose the correct letter.

35. Szu-Yuan Sun's research established that when people read in a linear way, they

A. find it harder to concentrate on what they're reading

B. are easily distracted by the need to look up references.

C. are more likely to be convinced by arguments they read.

D. will probably be more open to the idea of active learning.

Answer: C

Supporting statement: “........Reading linear texts in the manner of traditional paper books is better for 'literal text comprehension'........”

Keywords: linear, manner

Keyword Location: para 4, Line 6

Explanation: Linear reading improves "literal text comprehension," which means that people are more likely to accept what is presented on the page. This suggests that linear readers are more likely to believe the arguments they read compared to those who read in a more hyperlinked, web-based manner.

36. What does Mangen's research suggest about electronic devices?

A. Some are better for the purposes of reading than others.

B. Some readers may be more adept at using them than others.

C. It's difficult to know why people read less effectively on them.

D. More sophisticated ones allow people to read in different ways.

Answer: B

Supporting statement: “.........It is hard to know if this results from the particular piece of technology and people's ability to use it easily.......”

Keywords: result, technology

Keyword Location: para 4, Line 9

Explanation: Mangen's research indicates that some people may find it more difficult to use certain devices, while others may be more skilled at using them. This suggests variability in users' ability to operate electronic devices, leading to different reading experiences.

37. What does Margolin's example of back-lit screens demonstrate?

A. how quickly the technology is changing

B. how unwise it can be to jump to conclusions

C. how quickly the industry responds to complaints

D. how new features can make e-readers more attractive

Answer: B

Supporting statement: “........Earlier assumptions about the effects of screen reading on sleep need to be re-examined........”

Keywords: assumption, examined

Keyword Location: para 5, Line 3

Explanation: Margolin’s mention of earlier assumptions being disproved as technology improved shows that it can be unwise to jump to conclusions based on earlier evidence, as advancements can change those assumptions.

Questions 38-40

Complete each sentence with correct ending, A-E

A. they may just be accustomed to the format. they like the-level-of privacy

C. they are merely exercising a personal choice,

D. they are attracted by the content on offer.

E. they find them portable and convenient.

38. Campbell thinks that teenagers are encouraged to read using e-readers because

Answer: E

Supporting statement: “........She thinks the main reason for this is that the device is small, light and portable, and you can pull it out at odd moments........”

Keywords: portable, light

Keyword Location: para 6, Line 4

Explanation: Campbell's research found that the portability and convenience of e-readers encourage teens to read more, making this the correct ending.

39. Margolin thinks that some people would rather read on e-readers because

Answer: C

Supporting statement: “........The preference for reading on paper or a screen seems to be just that: a preference........”

Keywords: preference, paper

Keyword Location: para 7, Line 2

Explanation: Margolin suggests that the choice between reading on paper or on screen is largely a personal preference, not necessarily based on other factors, making this the correct ending.

40. Mangen thinks that some people use e-readers because

Answer: A

Supporting statement: “........We need more longitudinal studies... to figure out which effects of different reading media are due to familiarity........”

Keywords: reading, familiarity

Keyword Location: para 7, Line 4

Explanation: Mangen suggests that some people might prefer e-readers because they are familiar with the format, and further research is needed to determine whether this is the main factor influencing their choice.

Read More IELTS Reading Related Samples