ATI TEAS Version 7 Reading Set 2
SECTION
1: KEY IDEAS & DETAILS (Questions 1–7)
What it is: The "What does it say?" skills. Testing your
ability to find the main point, specific facts, and "read between the
lines."
The
Uses & Tricks:
Main Idea: Look at the first and last sentences of the passage. The
author usually states or restates their main point there.
Supporting Details: Do NOT rely on memory. Go back to the text and physically
find the line that mentions the specific detail asked about.
Inferences: The correct answer will never contradict the text. It
simply takes text evidence + basic logic to reach a new conclusion. Look for
clue words like "therefore" or "consequently."
Summarizing/Paraphrasing: A correct paraphrase changes the vocabulary and sentence
structure but keeps the exact same meaning, just condensed.
Passage
A:
"The common assumption that
goldfish have a three-second memory is entirely false. Scientific studies have
demonstrated that these fish are capable of retaining information for months.
In one experiment, goldfish were trained to press a lever to receive food; they
remembered this task even after a three-month gap. Moreover, they can
distinguish between different human faces and associate specific individuals
with feeding times. This suggests that their cognitive abilities are far more
sophisticated than popular culture gives them credit for. The persistence of
the 'three-second myth' likely stems from early, flawed research that failed to
account for the fish's natural environment and stress levels during
testing."
Question
1 (Main Idea):
What is the author's primary purpose
in this passage?
A) To explain how to train goldfish
to perform tricks
B) To correct a widespread
misconception about goldfish memory
C) To describe the natural habitat
of goldfish
D) To argue that goldfish are
smarter than dolphins
Question
2 (Supporting Detail):
According to the passage, what did
goldfish in the experiment learn to do?
A) Recognize their owners' voices
B) Swim through mazes
C) Press a lever to get food
D) Avoid predators
Question
3 (Inference):
The author implies that the
"three-second myth" became popular because:
A) Goldfish are not intelligent
enough to remember things
B) Early researchers did not
consider factors that affected the fish's performance
C) The public prefers simple
explanations over complex ones
D) Goldfish cannot distinguish
between different people
Question
4 (Paraphrase):
Which of the following best
paraphrases the sentence: "their cognitive abilities are far more
sophisticated than popular culture gives them credit for"?
A) Goldfish are not as smart as
people think they are.
B) Goldfish have more complex mental
skills than commonly acknowledged.
C) Popular culture has accurately
represented goldfish intelligence.
D) Goldfish are the most intelligent
fish in the world.
Passage
B:
"The reintroduction of wolves
to Yellowstone National Park in 1995 is often cited as one of the most
successful ecological restoration projects in history. Before their return, the
park's elk population had ballooned, overgrazing young willows and aspens and
preventing their regeneration. The wolves' presence altered the behavior of
elk; they began avoiding open valleys and riverbanks where they were more
vulnerable to predation. This allowed vegetation to recover, which in turn
stabilized riverbanks, reduced erosion, and created habitats for beavers,
birds, and fish. This cascade of ecological effects, known as a 'trophic cascade,'
demonstrates how keystone species can reshape entire ecosystems."
Question
5 (Main Idea):
The passage primarily emphasizes:
A) The dangers wolves pose to elk
populations.
B) The environmental benefits of
reintroducing a keystone predator.
C) The history of Yellowstone
National Park since 1995.
D) The reasons why beavers are
important to river ecosystems.
Question
6 (Supporting Detail):
What happened to the elk behavior
after wolves were reintroduced?
A) They migrated out of Yellowstone
entirely.
B) They began avoiding open valleys
and riverbanks.
C) They overgrazed the vegetation
more aggressively.
D) They became less afraid of
predators.
Question
7 (Inference):
The passage implies that before
1995, the lack of wolves in Yellowstone contributed to:
A) An increase in beaver
populations.
B) A decline in tree and plant
regeneration.
C) Improved water quality in rivers.
D) A more balanced ecosystem
overall.
ANSWER KEY WITH SHORT REASONS
Section
1: Key Ideas & Details
Question
1
Answer: B) To correct a widespread
misconception about goldfish memory.
Reason: The author spends the entire passage disproving the "three-second
myth" with scientific evidence.
Question
2
Answer: C) Press a lever to get
food.
Reason: The text explicitly states: "goldfish were trained
to press a lever to receive food."
Question
3
Answer: B) Early researchers did not
consider factors that affected the fish's performance.
Reason: The author directly states the myth stems from "flawed
research that failed to account for" environmental factors.
Question
4
Answer: B) Goldfish have more
complex mental skills than commonly acknowledged.
Reason: This is the only option that maintains the original meaning
while changing the wording ("cognitive abilities" = mental skills;
"sophisticated" = complex).
Question
5
Answer: B) The environmental
benefits of reintroducing a keystone predator.
Reason: The passage highlights the ecological recovery (vegetation,
riverbanks, habitats) caused by the wolves' return.
Question
6
Answer: B) They began avoiding open
valleys and riverbanks.
Reason: The text explicitly states: "they began avoiding
open valleys and riverbanks."
Question
7
Answer: B) A decline in tree and
plant regeneration.
Reason: Since the elk overgrazed willows/aspens and "prevented
their regeneration," we can infer tree/plant life declined.
SECTION
2: CRAFT & STRUCTURE (Questions 8–13)
What it is: The "How does it say it?" skills. Testing your
understanding of the author's writing choices, structure, tone, and facts vs.
opinions.
The
Uses & Tricks:
Text Structure: Look for signal words.
Compare/Contrast: "however," "similarly," "on the
other hand."
Cause/Effect: "because," "therefore," "as a
result."
Problem/Solution: "issue," "problem," "one solution
is."
Author's Tone: Identify the emotion. Is the author critical, sympathetic,
objective, sarcastic, or enthusiastic? The tone always supports their purpose.
Fact vs. Opinion: A Fact can be verified with data (e.g., "70% more
pollution"). An Opinion uses value-laden words (e.g., "should,"
"best," "unfortunately," "simple").
Passage
C:
(1) Urban beekeeping has surged in
popularity over the last decade. (2) Proponents argue that it helps combat the
decline of pollinator populations and provides local honey. (3) However,
critics point out that cities are often poor habitats for bees due to high
pollution levels and a lack of diverse flora. (4) Moreover, they contend that
hobbyist beekeepers may inadvertently harm native bee species by introducing
diseases or competing for limited nectar sources. (5) Despite these concerns,
many cities have relaxed zoning laws to encourage the practice, viewing it as a
step toward greater sustainability. (6) Nevertheless, without proper
regulation, urban beekeeping could create more problems than it solves.
Question
8 (Text Structure):
The passage is primarily organized
as:
A) A chronological history of
beekeeping laws
B) A problem-solution structure,
where the problem is pollution
C) A presentation of arguments for
and against urban beekeeping
D) A cause-and-effect analysis of
honey production
Question
9 (Author's Tone):
The author's tone in sentence 6
("Nevertheless, without proper regulation...") is best described as:
A) Optimistic
B) Neutral
C) Cautious
D) Enthusiastic
Question
10 (Fact vs. Opinion):
Which of the following statements
from the passage is an opinion, not a fact?
A) Urban beekeeping has surged in
popularity over the last decade.
B) Cities often have high pollution
levels.
C) Without proper regulation, urban
beekeeping could create more problems than it solves.
D) Many cities have relaxed zoning
laws to encourage the practice.
Passage
D:
"Despite the proliferation of
digital news sources, print journalism continues to hold a distinct advantage
in terms of reader trust. Surveys consistently indicate that readers perceive
printed newspapers as more credible than their online counterparts. This may be
due to the established editorial processes and fact-checking protocols typical of
legacy publications. Additionally, the physical act of reading a
newspaper—turning pages, scanning headlines, and isolating oneself from
notifications—allows for deeper concentration and comprehension. However, the
economic reality is bleak; advertising revenue has plummeted, forcing many
newspapers to downsize staff or close entirely. The challenge for the industry
is to preserve the trust and quality associated with print while adapting to a
digital-first revenue model."
Question
11 (Text Features - Heading):
If a heading were added before the
final sentence ("However, the economic reality is bleak..."), which
heading would best summarize that section?
A) "The Golden Age of Print
Media"
B) "Financial Challenges
Threatening Journalism"
C) "How to Read a Newspaper
Effectively"
D) "The Future of Digital-Only
News"
Question
12 (Author's Purpose):
The author's attitude toward print
journalism is best described as:
A) Dismissive, believing it is
outdated.
B) Enthusiastic, ignoring all
negatives.
C) Balanced, acknowledging both
strengths and weaknesses.
D) Confused, unable to form a clear
opinion.
Question
13 (Text Structure):
The phrase "However" in
the final paragraph signals a shift from:
A) Causes to effects
B) A problem to a solution
C) Positive aspects to negative
aspects
D) A fact to an opinion
ANSWER KEY WITH SHORT REASONS
Section
2: Craft & Structure
Question
8
Answer: C) A presentation of
arguments for and against urban beekeeping.
Reason: The passage presents "proponents argue"
(for) and "critics point out" (against) beekeeping.
Question
9
Answer: C) Cautious.
Reason: The author uses "Nevertheless" and warns
it "could create more problems," showing caution, not full
optimism.
Question
10
Answer: C) Without proper
regulation, urban beekeeping could create more problems than it solves.
Reason: This is a prediction/value judgment ("could
create"), not a verifiable fact. Options A, B, and D are measurable
facts.
Question
11
Answer: B) "Financial
Challenges Threatening Journalism."
Reason: The final section discusses plummeting revenue, downsizing,
and financial challenges.
Question
12
Answer: C) Balanced, acknowledging
both strengths and weaknesses.
Reason: The author mentions strengths (trust, concentration) and
weaknesses (economic reality), showing a balanced view.
Question
13
Answer: C) Positive aspects to
negative aspects.
Reason: "However" shifts from the positive aspects
of print (trust, comprehension) to the negative financial reality.
SECTION 3: INTEGRATION OF KNOWLEDGE & IDEAS
(Questions 14–20)
What it is: The "What does it all mean?" skills. Testing your
ability to analyze arguments, read graphs/charts, and combine information from
multiple sources.
The
Uses & Tricks:
Interpreting Graphics: Don't panic. First, read the title of the graph/table.
Second, read the axes or column headers to know what is being measured. Third,
look for trends (up, down, peaking).
Integrating Information: When combining a passage and a graphic (or two passages),
ask yourself: Are they agreeing, or disagreeing? The correct answer must be
true for BOTH sources.
Analyzing Arguments: Identify the author's Claim (argument). Then find their
Evidence. To strengthen an argument, look for evidence that directly supports
the claim. To weaken it, look for evidence that contradicts the claim.
Passage
E:
"Many educators advocate for
later school start times, particularly for teenagers, citing research on
adolescent sleep cycles. During puberty, the body's circadian rhythm shifts,
making it difficult for teenagers to fall asleep before 11 p.m. and challenging
to wake up before 8 a.m. Despite this biological reality, most high schools
begin classes between 7:00 and 7:30 a.m. Advocates argue that later start times
improve academic performance, reduce absenteeism, and decrease rates of
depression and anxiety among students. However, opponents point to logistical
obstacles, including transportation schedules, after-school activity conflicts,
and the impact on parents' work routines."
Graphic:
|
School
District |
Start
Time (Before) |
Start
Time (After) |
Avg.
GPA (Before) |
Avg.
GPA (After) |
|
District A |
7:30 AM |
8:30 AM |
2.9 |
3.2 |
|
District B |
7:45 AM |
8:45 AM |
3.0 |
3.1 |
|
District C |
7:15 AM |
8:15 AM |
2.8 |
3.4 |
|
District D |
7:00 AM |
8:00 AM |
3.1 |
3.2 |
Question
14 (Interpreting Graphics):
Based on the table, which school
district experienced the greatest improvement in average GPA?
A) District A
B) District B
C) District C
D) District D
Question
15 (Interpreting Graphics):
The data in the table most strongly
supports which conclusion?
A) Earlier start times lead to
higher GPAs.
B) Later start times have no effect
on student performance.
C) Later start times are associated
with slight GPA increases across all districts.
D) The changes in GPA are too small
to be meaningful.
Question
16 (Integrating Information):
Which statement best combines the
information from the passage and the table?
A) The passage's claim that later
start times improve academics is supported by the table's GPA increases.
B) The table disproves the passage
because GPAs did not increase in all districts.
C) The passage focuses on logistics,
but the table shows only academic results.
D) The table proves that sleep
cycles have no effect on learning.
Passage
F (Pair with Passage E):
"Opponents of later school
start times argue that the benefits are overstated and that implementation is
unrealistic. Changing bus schedules alone can cost a district hundreds of
thousands of dollars. Additionally, many students rely on after-school jobs,
which would be disrupted by a later dismissal time. Finally, parents who drop
off their children before work would face significant childcare and commuting
challenges. While academic improvements are desirable, these practical
realities cannot be ignored."
Question
17 (Integrating Multiple Sources):
How does the author of Passage F
respond to the arguments made in Passage E?
A) By fully agreeing and providing
additional biological evidence.
B) By countering with practical and
logistical objections.
C) By proposing a compromise
solution for transportation.
D) By dismissing academic research
as unreliable.
Question
18 (Analyzing Arguments - Passage E):
Which of the following, if true,
would most strengthen the argument in Passage E for later start times?
A) A study showing that later start
times reduce car accidents involving teenagers.
B) A survey showing that most
students prefer to wake up early.
C) An economic analysis showing that
earlier start times are more expensive.
D) A report indicating that teacher
performance improves with earlier starts.
Question
19 (Analyzing Arguments - Passage F):
The main claim of Passage F is that:
A) Later school start times are
biologically necessary.
B) The practical costs of changing
start times may outweigh the benefits.
C) Parents should adjust their work
schedules for their children.
D) After-school jobs are more
important than academic performance.
Question
20 (Interpreting Graphics with Integration):
Imagine District E changed its start
time from 7:30 AM to 9:00 AM but saw its GPA drop from 3.0 to 2.8. How would
the author of Passage E most likely respond?
A) By accepting that later start
times do not always work.
B) By arguing that other factors
must have influenced the GPA drop.
C) By admitting that early start
times are better after all.
D) By ignoring the data as
irrelevant.
ANSWER KEY WITH SHORT REASONS
Section
3: Integration of Knowledge & Ideas
Question
14
Answer: C) District C
Reason: District C improved from 2.8 to 3.4, a +0.6
increase (the largest jump; District A was +0.3).
Question
15
Answer: C) Later start times are
associated with slight GPA increases across all districts.
Reason: In all four districts, GPAs rose (even if slightly) after
start times were pushed later.
Question
16
Answer: A) The passage's claim that
later start times improve academics is supported by the table's GPA increases.
Reason: The passage claims later starts improve academics, and the
table shows GPAs increasing in every district, providing direct support.
Question
17
Answer: B) By countering with
practical and logistical objections.
Reason: Passage F directly lists logistical obstacles (cost, jobs,
childcare) to counter the academic benefits mentioned in Passage E.
Question
18
Answer: A) A study showing that
later start times reduce car accidents involving teenagers.
Reason: Reducing car accidents is a strong, relevant benefit that
directly supports the argument for later start times. (Option C is about costs,
not benefits).
Question
19
Answer: B) The practical costs of changing
start times may outweigh the benefits.
Reason: The author lists high costs and disruptions, concluding
that "practical realities cannot be ignored" — meaning costs
may outweigh benefits.
Question
20
Answer: B) By arguing that other
factors must have influenced the GPA drop.
Reason: The author of Passage E is committed to the biological
research; they would likely argue that an outlier data point (District E) must
have other influencing factors, rather than abandoning their core claim.
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