Reading Comprehension

In: Verbal part of the test.
Other common name is Paragraph Reading

What Is Measured

Reading Comprehension questions measure your ability to understand, analyze, and apply information and concepts presented in written form.
This section evaluates the following abilities:
  • Understanding words and statements in reading passages: Questions of this type test your understanding of and ability to comprehend terms used in the passage and your understanding of the English language. 
  • Understanding the logical relationships between significant points and concepts in the reading passages: Questions of this type ask you to determine the strong and weak points of an argument or to evaluate the importance of arguments and ideas in a passage. 
  • Drawing inferences from facts and statements in the reading passages: Questions of this type ask you to consider factual statements or information and, on the basis of that information, reach a general conclusion. 
  • Understanding and following the development of quantitative concepts as they are presented in verbal material: Questions of this type involve the interpretation of numerical data or the use of simple arithmetic to reach conclusions about material in a passage.

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Reading Comprehension Directions

The questions in this group are based on the content of a passage. After reading the passage, choose the best answer to each question. Answer all questions following the passage on the basis of what is stated or implied in the passage.

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Reading Comprehension
Sample questions with answers
Reading Comprehension Download-7

Reading Comprehension Practice Question No. 1 of 1

In the United States the per capita costs of schooling have risen almost as fast as the cost of medical treatment. But increased treatment by both doctors and teachers has shown steadily declining results. Medical expenses concentrated on those above forty-five have doubled several times over a period of forty years with a resulting 3 percent increase in the life expectancy of men. The increase in educational expenditures has produced even stranger results; otherwise President Nixon could not have been moved this spring to promise that every child shall soon have the “Right to Read” before leaving school.

In the United States it would take eighty billion dollars per year to provide what educators regard as equal treatment for all in grammar and high school. This is well over twice the $36 billion now being spent. Independent cost projections prepared at HEW and at the University of Florida indicate that by 1974 the comparable figures will be $107 billion as against the $45 billion now projected, and these figures wholly omit the enormous costs of what is called “higher education,” for which demand is growing even faster. The United States, which spent nearly eighty billion dollars in 1969 for “defense,” including its deployment in Vietnam, is obviously too poor to provide equal schooling. The President’s committee for the study of school finance should ask not how to support or how to trim such increasing costs, but how they can be avoided.

Equal obligatory schooling must be recognized as at least economically unfeasible. In Latin America the amount of public money spent on each graduate student is between 350 and 1,500 times the amount spent on the me dian citizen (that is, the citizen who holds the middle ground between the poorest and the richest). In the United States the discrepancy is smaller, but the discrimination is keener. The richest parents, some 10 percent, can af ford private education for their children and help them to benefit from foundation grants. But in addition they obtain ten times the per capita amount of public funds if this is compared with the per capita expenditure made on the children of the 10 percent who are poorest. The principal reasons for this are that rich children stay longer in school, that a year in a university is disproportionately more expensive than a year in high school, and that most private universities depend—at least indirectly—on tax-derived finances. Obligatory schooling inevitably polarizes a society; it also grades the nations of the world according to an international caste system. Countries are rated like castes whose educational dignity is determined by the average years of schooling of its citizens, a rating which is closely related to per capita gross national product, and much more painful.

Which one of the following best expresses the main idea of the passage?

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  1. The educational shortcomings of the United States, in contrast to those of Latin America, are merely the result of poor allocation of available resources.
  2. Both education and medical care are severely underfunded. (C) Defense spending is sapping funds which would be better spent in education.
  3. Defense spending is sapping funds which would be better spent in education.
  4. Obligatory schooling must be scrapped if the goal of educational equality is to be realized.
  5. Obligatory education does not and cannot provide equal education.

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