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Verbal Reasoning - English - Reading Comprehension:

Medium Passages

MCQ - 46-11413

Teachers and librarians need to be aware of the emotional, intellectual, and physical changes that young adults experience, and they need to give serious thought to how they can best accommodate such changes. Growing bodies need movement and exercise, but not just in ways that emphasize competition. Because they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the reassurance that comes from achieving success and knowing that their accomplishments are admired by others. However, the typical teenage lifestyle is already filled with so much competition that it would be wise to plan activities in which there are more winners than losers; for example, publishing newsletters with there are more winners than losers; for example, publishing newsletters with many student-written book reviews, displaying student artwork, and sponsoring science fiction, fantasy, or other special-interest book discussion clubs. A variety of small clubs can provide multiple opportunities for leadership, as well as for practice in successful group dynamics. Making friends is extremely important to teenagers, and many shy students need the security of some kind of organization with a supportive adult barely visible in the background.
In these activities, it is important to remember that young teens have short attention spans. A variety of activities should be organized so that participants can remain active as long as they want and then go on to something else without feeling guilty and without letting the other participants down. This does not mean that adults must accept irresponsibility. On the contrary, they can help students acquire a sense of commitment by planning for roles that are within their capabilities and their attention spans and by having clearly stated rules. Teenagers need limitations, but they also need the opportunity to help establish what these limits and expectations will be.
Adults also need to realize that the goal of most adolescents is to leave childhood behind as they move into adulthood. This has implications for whether libraries treat young adult services as a branch of the children’s or the adults department. Few teenagers are going to want to sit on small children’s chairs or compete with nine-and ten-year-olds when they pick books off the shelves. Neither are they going to be attracted to books that use the word children or picture preteens on the covers.
Young adults want a wide variety of informational books about aspects of their lives that are new; for example, the physical development of their bodies, the new freedom they have to associate mainly with peers instead of family, and the added responsibilities they feel in deciding what kinds of adult roles they will fit.
Teachers and librarians need to be aware of the emotional, intellectual, and physical changes that young adults experience, and they need to give serious thought to how they can best accommodate such changes. Growing bodies need movement and exercise, but not just in ways that emphasize competition. Because they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the reassurance that comes from achieving success and knowing that their accomplishments are admired by others. However, the typical teenage lifestyle is already filled with so much competition that it would be wise to plan activities in which there are more winners than losers; for example, publishing newsletters with there are more winners than losers; for example, publishing newsletters with many student-written book reviews, displaying student artwork, and sponsoring science fiction, fantasy, or other special-interest book discussion clubs. A variety of small clubs can provide multiple opportunities for leadership, as well as for practice in successful group dynamics. Making friends is extremely important to teenagers, and many shy students need the security of some kind of organization with a supportive adult barely visible in the background.
In these activities, it is important to remember that young teens have short attention spans. A variety of activities should be organized so that participants can remain active as long as they want and then go on to something else without feeling guilty and without letting the other participants down. This does not mean that adults must accept irresponsibility. On the contrary, they can help students acquire a sense of commitment by planning for roles that are within their capabilities and their attention spans and by having clearly stated rules. Teenagers need limitations, but they also need the opportunity to help establish what these limits and expectations will be.
Adults also need to realize that the goal of most adolescents is to leave childhood behind as they move into adulthood. This has implications for whether libraries treat young adult services as a branch of the children’s or the adults department. Few teenagers are going to want to sit on small children’s chairs or compete with nine-and ten-year-olds when they pick books off the shelves. Neither are they going to be attracted to books that use the word children or picture preteens on the covers.
Young adults want a wide variety of informational books about aspects of their lives that are new; for example, the physical development of their bodies, the new freedom they have to associate mainly with peers instead of family, and the added responsibilities they feel in deciding what kinds of adult roles they will fit.

Question:

This selection makes the point that meeting the needs of adolescent students often requires incorporating

  1. Some type of organization that incorporates adult support.
  2. Supervised reading programs.
  3. A strict academic environment.
  4. Supervised reading programs.
  5. Competitive activities.

Correct Answer: A

Explanation:

The author of the selection makes the point that students need “security . . . with a supportive adult barely bisible in the background.”
Choice (B) is incorrect; there is no mention of supervised reading program.
Choice (C) is incorrect; the author makes no mention of a strict academic environment.
Choice (D) is incorrect; the author indicates that librarians and teachers should assist, but there is no requirement for adult supervision of social programs.
Choice (E) is incorrect; competitive activities are mentioned as being one of the negatives for teens.

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Record Performance

96 MCQ for effective preparation of the test of Medium Passages of Reading Comprehension section.

Read the MCQ statement: This selection makes the point that meeting the needs of adolescent students often requires incorporating, keenly and apply the method you have learn through the video lessons for Medium Passages to give the answer. Record your answer and check its correct answer and video explanation for MCQ No. 46-11413.

How to Answer

Solve the question for MCQ No. and decide which option (A through D/E) is the best choice to answer the MCQ, then click/tap the blue button to view the correct answer and it explanation.

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