THEA Reading Review

T
he reading comprehension section of the THEA is composed of approximately 40 to 50 multiple-
choice questions based on a variety of passages. The passages are similar to materials found in first-
year college-level courses or textbooks and may include passages from newspapers, journals, and
magazines. The questions are a variety of types. This section explores some general strategies for all kinds of pas-
sages and questions. The sections that follow look in detail at each kind of question you might be asked.

Seven Approaches
How do you approach reading comprehension questions? Below are some suggestions from former THEA takers.
■
The Concentrator: “I read the passage thoroughly before I look at the questions. After concentrating on the
passage, I can find the answers to the questions if I don’t already know the answer from my careful reading.”
■
The Skimmer: “I skim the passage before looking at the questions. I can always go back and find the
answers once I know how the passage is arranged.”
CHAPTER
THEA Reading
Review
CHAPTER SUMMARY
The THEA Reading Review gives you the essentials you need to pass
the Reading test. You will learn about reading strategies, hints for dif-
ferent question types, and tips for answering any question you come
across.
4
67
■
The Cautious Reader: “I read the questions first
with all their answer choices. I want to know what
they will ask me before I read the passage so I can
be on the lookout. Then I read the passage two or
three times until I am sure I understand it

completely.”
■
The Game Player: “I read the questions first and
try to answer them from what I already know or
can guess. Then I read the passage to see whether
I am right. After guessing the answers, I am famil-
iar with the questions enough to recognize the
answers when I find them.”
■
The Educated Guesser: “I read the questions first,
but not the answers. When I find the answer in the
passage, I look for it among the answer choices.”
■
The Psychic: “I believe the test makers would put
the questions for the first part of the passage first.
So I read the first question and go back to the pas-
sage for the answer, and then I do the second
question.”
■
The Efficiency Expert: “First I look at the ques-
tions and do the questions that have line numbers
that indicate where the answer is to be found.
Then I skim the passage for the key words I read
in the other questions. This way, I sometimes do
not even have to read the whole passage.”
If you don’t already have a preferred method, try
some of these approaches as you work through the
practice exercises in this book. See which method fits
your own mix of talents.


Hints for Reading
the Passages
The purpose of a reading comprehension problem is to
be as accurate as possible in the allotted time. Practice
will help you determine whether you need to read the
questions first, the answers first, or some combination
thereof. Try some of the shortcuts previously listed to
find out which works for you.
Associate with the Passage
Every passage has something to do with real-life situa-
tions. Your mission is to discover the answers to such
questions as:
■
What is the author trying to express?
■
Who might the author be?
■
Does the author tell readers in the beginning what
to expect later in the passage?
■
How does the author structure the work to con-
vey meaning?
■
Does the author make any statements that might
surprise or interest you?
■
To what conclusions is the author leading readers?
■
What conclusions are stated?
Mark Up the Passage

Some test takers find it helpful to underline text or
make notes in the margins to designate the stated sub-
ject, supporting facts, conclusions, etc. For others,
marking a passage seems a waste of time. You are free
to make as many marks as you want on the test book-
let, so if marking helps, go for it. If you are not sure,
now is the time to try out this method. If you decide to
mark a passage, don’t mark so much that the bulk of the
passage is obscured. Marking a few key words and ideas
is more helpful than underlining the majority of the
passage.
Notice Transitions
Pay special attention to words that give you an insight
into the author’s purpose or that change the context
of the passage, such as however, nevertheless,etc.In at
least one passage, these words will be left for you to
fill in.
–
THEA READING REVIEW
–
68

Hints for Reading
the Questions
Reading the questions carefully is just as important as
reading the answers.
Read the Questions as Carefully
as the Passage
It is crucial that you read the questions and answers as
carefully as you read the passage. Should you read all

the answer choices or stop when you have found one
that seems right? Test takers differ on this. Some who
read all the answers become confused or worry about
wasting time. Others feel more secure when they can
eliminate every answer but the right one. It is up to you
to find the best method.
Know the Question Types
If you answer an inference question as a detail question,
you will get the answer wrong, even though the answer
you choose is in the passage. The reading strategies in
this chapter will show you how to recognize the differ-
ent question types and how to quickly choose the best
answer.
Answer Only from the Passage
Everything you need to know to answer a question has
to be somewhere in the passage. While it is helpful to
have some knowledge of the subject in order to better
understand the author, don’t rely on your experience to
answer the question. An answer can be true in real life
but still not be the correct answer on the test.
Not or Except
Look for words in the question such as NOT or
EXCEPT, especially if you cannot find your answer, or
if there seems to be more than one answer. For exam-
ple, a question might read: “Which of the following
facts is NOT stated in the passage?”
Eliminate
Eliminate all answers that are obviously off the subject
or otherwise wrong. Physically cross off the obviously
wrong answers in your test booklet so you won’t waste

time reading them again. Test takers say that they are
often left with two close answers. There has to be one
answer that is better than the other. Check the passage
for clue words that might point to one choice over the
other. If, after trying out all the strategies you learn in
this book, you are still left with two answers, go ahead
and guess, and get on with the next question.
None Left?
If you eliminate all of the answers, go back over the
eliminated answers to determine whether there might
be another meaning for any of them. Try to find a rea-
son that would make each answer correct. If there is no
possible way an answer could be right—for example, if
it is completely off the subject—then eliminate that
answer. Choose the answer that is the least wrong.
Marking the Unknown Question
Should you mark questions to come back to later? If
you do, you will probably have to read the passage
again, which can waste valuable time. If an answer
jumps out at you after reading the passage once or
twice, choose it. Many teachers and test takers recom-
mend going with your first answer, your gut instinct. To
save time and avoid dealing with passages more than
once, answer all the questions about one passage before
continuing on to the next passage.

Using the Steps
The strategies that follow discuss types of reading ques-
tions you may encounter on the THEA. They offer
sample question beginnings, as well as steps for solving

each type of problem. There is no need to memorize all
the steps. You may even be able to find the answer by
your own methods without looking at the steps—so
much the better. The steps are not there to slow you
down, but if any of them can help you, use them.
–
THEA READING REVIEW
–
69
Organization Questions
Passages on the THEA are always organized logically.
Studying that organization may give you some ideas on
how to organize your essay in the Writing portion of
the test. You’ll learn about two types of organization
questions: structure and misplaced sentences.

Structure Questions
Structure questions usually have stems like these:
■
Which of the following best represents the
arrangement of the passage?
■
Which of the following best describes the organi-
zation of the passage?
■
The sequence of the passage is best represented by
which of the following?
Where to Find Structure Answers
in the Passage
To answer structure questions, you need to skim the

passage carefully enough to discover the gist of each
sentence; that is, whether it is a statistic, an example, a
quote, an opinion, or something else.
Practice Passage and Questions
Try the six steps on the structure questions that follow
this passage.
Many extended-time programs use heterogeneous
grouping of multi-age and/or multi-ability students.
Mixed-ability grouping is based on the theory that
lower-ability students benefit from working in small
groups with their higher-achieving peers, and high-
ability students reinforce their knowledge by sharing
with their lower-achieving peers. Researchers also
have found that multi-age grouping benefits stu-
dents’ mental health as well as academic achieve-
ment and contributes to positive attitudes toward
school.
Because the voluntary nature of participation
in an extended-time program results in a range of
student ages and skills, heterogeneous groups may
result naturally. Often, however, extended-time pro-
gram planners arrange groups so that high- and
low-ability students work together—with the expec-
tation of cooperative rather than competitive learn-
ing. In Chicago’s ASPIRA program, students are
selected for participation with a goal of mixing high
achievers and at-risk participants—and these groups
work together closely in all activities.
–
THEA READING REVIEW

–
Six Steps for Structure Questions
1. Skim the passage or read the topic sentences to understand the general topic and the purpose of the
passage.
2. Notice the logical sequence of ideas that the author uses.
3. The description of sentences in the answers goes in the same order as the sentences in the passage, so
notice the first sentences. Do they state a theory, introduce a topic, or quote a famous person?
4. Look at the answer choices. If the first few sentences state a theory, then the first part of the correct
answer should say that the author states a theory, gives a hypothesis, or other words to that effect. Elimi-
nate any answers that do not match.
5. Apply steps 3 and 4 to the next few sentences in the passage.
6. You should have eliminated at least one or two answers by this step. When only two or three are left,
read the next sentences of the passage and find the answer that matches the rest of the structure.
70
1. Which of the following best describes the struc-
ture of the passage?
a. The passage begins with a hypothesis, and
then gives an explanation and support for this
theory.
b. The passage starts with a main idea, gives an
example, and then draws a conclusion.
c. The passage opens with an introduction to the
topic, then gives a more detailed account of
the topic.
d. The passage begins with a statement, supports
that statement with research, and gives real life
examples.
2. Which of the following would be the best outline
for the passage?
a. I. Statement

II. Facts
III. Quotations
b. I. Theory
II. Practices
c. I. Research
II. Discussion
III. Example
d. I. Question
II. Answer
III. Support
Answers
Here is how you could use the six steps to answer
question 1.
1. It seems as though the passage is about students
of different ages and abilities learning together.
2. The first paragraph tells why and the second tells
how students come to be in groups of mixed
ability and age.
3. The first sentence states a fact. The other sen-
tences in the paragraph seem to cite research.
The sentence beginning Researchers also
found...implies that research was involved in
the theories presented in the second sentence.
4. Choices c and a are out. The passage does not
give much introduction to the topic, and does
not present a hypothesis.
5. The next sentences support the topic sentence
with research. The answer must be d.
6. For this question, you don’t need to use this hint.
If you use the same method to answer question 2,

you will quickly eliminate answer d on the basis of the
first few sentences. You eliminate choice a because there
are no quotations. You are left with choices b and c,
which are very close. Choice c contains a vague word,
discussion, which could be almost any kind of structure.
Choice b is more precise. The first paragraph in the pas-
sage gives the theory, and the second gives the applica-
tion of the theory. The correct answer is b.

Misplaced Sentences
You may be asked to find a sentence that does not log-
ically flow, or that is not necessary to the purpose of the
passage. Such questions often start like this:
■
Which sentence, if omitted from the passage,
would be least likely to interrupt the sequence of
ideas?
■
Which of the following is least relevant to the
main idea of the passage?
Where to Find
Misplaced Sentences
In this type of question, you will usually be directed to
a particular paragraph. If the first sentence states the
main idea of the paragraph, it is unlikely to be the mis-
placed sentence. Check all others.
–
THEA READING REVIEW
–
71

Practice Passage and Question
Lymph nodes, which measure about 1 to 25 cen-
timeters across, and small vessels called lymphatics
compose the lymphatic system. The nodes are
located in various parts of the body and are con-
nected by the lymphatics. The skin, the largest organ
of the human body, is also considered to be a part of
the immune system. The nodes work with the body’s
immune system to fight off infectious agents like
bacteria and fungus.
3. Which sentence in the first paragraph is least rel-
evant to the main idea of the paragraph?
a. Lymph nodes, which measure about 1 to 25
centimeters across, and small vessels called
lymphatics compose the lymphatic system.
b. The nodes are located in various parts of the
body and are connected by the lymphatics.
c. The nodes work with the body’s immune sys-
tem to fight off infectious agents like bacteria
and fungus.
d. The skin, the largest organ of the human body,
is also considered to be a part of the immune
system.
Answer
The passage describes the lymphatic system’s role in
fighting off infections. The third sentence has nothing
to do with the lymphatic system; therefore, the answer
is choice d.
Finding the Main Idea
Main idea questions can be put in three categories.

The first category asks for a simple sentence or title that
includes the main topic of the passage. The second cat-
egory asks questions about the author and what the
author had in mind. Then there are those questions that
ask for a paraphrase of all the main ideas in the passage.
Main Idea Questions
Simple main idea questions take a variety of forms:
■
What is the main idea of the passage?
■
The best title for this passage would be . . .
■
What is the theme of the passage?
■
The central thought of the passage is . . .
How to Find Main Idea Answers
in the Passage
To answer main idea questions, you sometimes do not
have to read the whole passage. Often the main idea is
stated at the beginning or end of the passage. Some-
times you can identify the main idea by paying atten-
tion to the topic sentences of each paragraph of the
passage.
Practice Passage and Question
Here is a passage that’s similar to one you already read
in this chapter.
The immune system, which protects the body from
infections, diseases, and other injuries, is composed
of the lymphatic system and the skin. Lymph nodes,
which measure about 1 to 25 centimeters across,

and small vessels called lymphatics compose the
lymphatic system. The nodes are located in various
parts of the body and are connected by the lym-
phatics. The nodes work with the body’s immune
system to fight off infectious agents like bacteria
and fungus. When infected, the lymph nodes are
often swollen and sensitive.
–
THEA READING REVIEW
–
72
Two Steps for
Misplaced Sentences
1. Read the passage to determine the main
idea.
2. Suspect any sentence that has nothing to
do with the main idea.