Gifted children and learning - IELTS Reading with Practice Test, Answers And Explanation
Luyện tập đề IELTS Reading Practice với passage Gifted children and learning được lấy từ cuốn sách IELTS CAM Inspired 10 - Test 2 - Passage 2 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking.
Gifted children and learning - IELTS Reading with Practice Test, Answers And Explanation
❓ Câu hỏi (questions)
Question 1 - 4
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F.
1
mention of how a child's home surroundings can affect their exceptional ability
2
a description of what a pupil may forfeit when directed too closely
3
an account of the harm that fear can do
4
instances of teaching approaches that benefit pupils from poorer backgrounds
Question 5 - 9
Look at the following statements and the list of people below.
Match each statement with the correct person or people, A-E.
Write the correct letter, A-E.
List of Findings
A
Brandt and Nyström
B
Ferraro
C
Halloran
D
Lindqvist
E
Verhoeven
5
Should the ablest learners rarely slip up, the amount of drilling they are set can be reduced.
6
Beyond a certain point it is a learner's self-sufficiency, more than intellect, that carries them to the top.
7
Children of exceptional ability can put their feelings to work in support of their learning.
8
A child's remarkable talent is helped along by encouragement from those they live with.
9
The most accomplished learners are those who have accumulated extensive knowledge of their chosen area.
Question 10 - 13
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
10
Halloran's work showed that how well a child does on an intelligence test is bound up with the overall
available in the home.
11
The thinking of the most able pupils appears to differ in a
way from that of average learners.
12
As well as mapping out and keeping track of how they learn, children who use metacognition also carry out
and decide what to study.
13
Teaching known as
tends to generate excellent marks in class examinations.
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📖 Bài đọc (reading passage)
Gifted children and learning
A
A. Across most countries, whether a child counts as gifted is settled by performance on a general intelligence, or IQ, test: those scoring above an agreed threshold, typically the top two to five per cent, qualify. Yet such tests are heavily shaped by what a child has already been taught, so what they really capture is present attainment weighed against age-norms — that is, how skilfully a youngster handles knowledge within the format of the test itself. Vocabulary items illustrate the point neatly, since a word can be recognised only when it has previously been heard. What an IQ score cannot do is reveal how thinking and learning actually unfold, nor can it forecast a child's creative capacity.
B
No one reaches an outstanding level without the right kind of assistance. Genuinely able children require the tools of learning — resources to work with and demanding, well-targeted teaching — together with the encouragement to pursue their ambitions. How the most able think seems to differ in a qualitative way from the thinking of average or older pupils, whose shortage of internal regulation is frequently made up for by the teacher regulating them from outside. Children become most effective at governing themselves once they are helped to recognise their own methods of learning — a capacity known as metacognition, which covers planning, monitoring, evaluation and deciding what to study. Since being aware of one's own emotions forms part of metacognition too, pupils ought to be guided to notice how they feel about whatever is being learned — curiosity or confidence, say.
C
Set beside weaker learners, strong achievers turn to self-regulatory strategies both more frequently and more skilfully, and they carry those strategies across more readily when faced with unfamiliar problems. In certain children the tendency is so pronounced that they look as though they possess a gift for particular subjects. Surveying the evidence on how highly able children think, Brandt and Nyström (1994) framed the teacher's dilemma crisply: were the gifted simply thinking faster, we would only have to teach faster, and were they simply making fewer mistakes, we could trim the amount of practice. Reality, though, is less tidy, and both teaching and learning have to be reshaped to allow for the many different ways in which individuals think.
D
Learning is coloured by feelings — those of the learner and those of the people who matter to them. Where positive emotions open up the creative side of learning, negative ones close it down. Fear is the clearest instance: because curiosity drives the problem-solving that powers scientific progress, anything that breeds anxiety can stunt that curiosity before it can develop. When Lindqvist (1990) examined the part played by emotion in the learning of children with very high IQs and strong records of achievement, she found their emotional energies working in concert with their aims. Such children were not merely inquisitive; many were also keen to take charge of their surroundings, to learn more efficiently and to build up their own store of learning resources.
E
To learn on their own, though, gifted pupils still need a measure of help from their teachers. The danger runs the other way too, for a teacher inclined to 'overdirect' can erode the very autonomy such pupils depend on. Spoon-feeding may deliver spectacular examination marks, yet those marks are not always matched by comparable achievements later in life, and leaning too heavily on teachers puts a child's independence and appetite for discovery at risk. Where teachers instead invite pupils to think back over what and how they have been learning, self-regulation grows; with a young child, even a plain 'What did you learn today?' can do the job. Since one central aim of schooling is to hand control of learning from teacher to pupil, sharpening the skill of learning how to learn ought to rank among its chief results — above all for the ablest. A range of newer approaches serves this end, among them learning that the child sets in motion and tutoring by peers of similar ability, and these have proved especially valuable for able children growing up in disadvantaged districts.
F
High achievement, then, is never purely a matter of the individual. Halloran (2011) found a very close positive link between children's IQ scores and the educational resources of their homes: the higher a child's score — particularly beyond an IQ of 130 — the richer the home support, judged by how much parents talked with the child and by the quantity of books and activities on hand. Environment aside, sheer knowledge counts for a great deal, since someone who knows an enormous amount about a given field will, as Verhoeven (1996) showed, outperform someone who does not. Studying creative scientists, Ferraro (1989) concluded that past a certain elevated level it is qualities such as independence, rather than raw intellectual ability, that do most to lift a person to the summit of expertise — a reflection of the sheer effort and time that deep learning and practice demand. Creativity of every kind, in the end, can be read as expertise fused with a powerful drive to succeed, as Almeida (1992) puts it.
B. No one reaches an outstanding level without the right kind of assistance. Genuinely able children require the tools of learning — resources to work with and demanding, well-targeted teaching — together with the encouragement to pursue their ambitions. How the most able think seems to differ in a qualitative way from the thinking of average or older pupils, whose shortage of internal regulation is frequently made up for by the teacher regulating them from outside. Children become most effective at governing themselves once they are helped to recognise their own methods of learning — a capacity known as metacognition, which covers planning, monitoring, evaluation and deciding what to study. Since being aware of one's own emotions forms part of metacognition too, pupils ought to be guided to notice how they feel about whatever is being learned — curiosity or confidence, say.
C. Set beside weaker learners, strong achievers turn to self-regulatory strategies both more frequently and more skilfully, and they carry those strategies across more readily when faced with unfamiliar problems. In certain children the tendency is so pronounced that they look as though they possess a gift for particular subjects. Surveying the evidence on how highly able children think, Brandt and Nyström (1994) framed the teacher's dilemma crisply: were the gifted simply thinking faster, we would only have to teach faster, and were they simply making fewer mistakes, we could trim the amount of practice. Reality, though, is less tidy, and both teaching and learning have to be reshaped to allow for the many different ways in which individuals think.
D. Learning is coloured by feelings — those of the learner and those of the people who matter to them. Where positive emotions open up the creative side of learning, negative ones close it down. Fear is the clearest instance: because curiosity drives the problem-solving that powers scientific progress, anything that breeds anxiety can stunt that curiosity before it can develop. When Lindqvist (1990) examined the part played by emotion in the learning of children with very high IQs and strong records of achievement, she found their emotional energies working in concert with their aims. Such children were not merely inquisitive; many were also keen to take charge of their surroundings, to learn more efficiently and to build up their own store of learning resources.
E. To learn on their own, though, gifted pupils still need a measure of help from their teachers. The danger runs the other way too, for a teacher inclined to 'overdirect' can erode the very autonomy such pupils depend on. Spoon-feeding may deliver spectacular examination marks, yet those marks are not always matched by comparable achievements later in life, and leaning too heavily on teachers puts a child's independence and appetite for discovery at risk. Where teachers instead invite pupils to think back over what and how they have been learning, self-regulation grows; with a young child, even a plain 'What did you learn today?' can do the job. Since one central aim of schooling is to hand control of learning from teacher to pupil, sharpening the skill of learning how to learn ought to rank among its chief results — above all for the ablest. A range of newer approaches serves this end, among them learning that the child sets in motion and tutoring by peers of similar ability, and these have proved especially valuable for able children growing up in disadvantaged districts.
F. High achievement, then, is never purely a matter of the individual. Halloran (2011) found a very close positive link between children's IQ scores and the educational resources of their homes: the higher a child's score — particularly beyond an IQ of 130 — the richer the home support, judged by how much parents talked with the child and by the quantity of books and activities on hand. Environment aside, sheer knowledge counts for a great deal, since someone who knows an enormous amount about a given field will, as Verhoeven (1996) showed, outperform someone who does not. Studying creative scientists, Ferraro (1989) concluded that past a certain elevated level it is qualities such as independence, rather than raw intellectual ability, that do most to lift a person to the summit of expertise — a reflection of the sheer effort and time that deep learning and practice demand. Creativity of every kind, in the end, can be read as expertise fused with a powerful drive to succeed, as Almeida (1992) puts it.
