A. OR B. WITH C. LIKE D. SUCH A. OR B. WITH C. LIKE...

28. A. or B. with C. like D. such

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Đề có 35 câu trắc nghiệm và 15 câu tự luận.

Read the passage and choose the best answer to each question:

Successful students often do the followings while studying. First, they have an overview before reading.

Next, they look for important information and pay greater attention to it (which often needs jumping forward

or backward to process information). They also relate important points to one another. Also, they activate

and use their prior knowledge. When they realize that their understanding is not good, they do not wait to

change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in

comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. They

tend to assume a passive role, in learning and rely on others (e.g., teachers, parents) to monitor their

studying, for example, low-achieving students often do not monitor their understanding of content; they may

not be aware of the purpose of studying; and they show little evidence of looking back, or employing “fix-up”

strategies to fix understanding problems. Students who struggle with learning new information seem to be

unaware that they must extend effort beyond simply reading the content to understand and remember it.

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be

disorganized. Students with learning problems face challenges with personal organization as well. They

often have difficulty keeping track of materials and assignments, following directions, and completing work

on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-

achieving students use a restricted range of study skills. They cannot explain why good study strategies are

important for learning; and they tend to use the same, often ineffective study approach for all learning tasks,

ignoring task content, structure or difficulty.