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V05-32

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V05-32  [#permalink]

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New post 16 Sep 2014, 02:25
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A
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C
D
E

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  55% (hard)

Question Stats:

57% (01:33) correct 43% (01:21) wrong based on 84 sessions

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Our reading program teaches third graders to use phonics to sound out multi-syllabic words by pronouncing prefixes and suffixes separately from base words, and then reading the word parts all together. Since children are still primarily reading aloud at this age, this approach ensures comprehension even in books that contain a high percentage of multi-syllabic words.

The approach of the summer reading program assumes which of the following about third graders’ comprehension of multi-syllabic words?


A. Students will recognize multi-syllabic words when they hear them.
B. Multi-syllabic words are all composed of prefixes and suffixes.
C. Third graders struggle more than other students with multi-syllabic words.
D. Comprehension is less important than sounding out words.
E. Other reading programs do not focus on multi-syllabic words.

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Re V05-32  [#permalink]

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New post 16 Sep 2014, 02:25
Official Solution:


Our reading program teaches third graders to use phonics to sound out multi-syllabic words by pronouncing prefixes and suffixes separately from base words, and then reading the word parts all together. Since children are still primarily reading aloud at this age, this approach ensures comprehension even in books that contain a high percentage of multi-syllabic words.

The approach of the summer reading program assumes which of the following about third graders’ comprehension of multi-syllabic words?


A. Students will recognize multi-syllabic words when they hear them.
B. Multi-syllabic words are all composed of prefixes and suffixes.
C. Third graders struggle more than other students with multi-syllabic words.
D. Comprehension is less important than sounding out words.
E. Other reading programs do not focus on multi-syllabic words.


Situation: A reading program teaches third-graders to sound out multi-syllabic words in order to understand them.

Reasoning: Which identifies the assumption underlying the program’s approach? The reading program teaches students a way of breaking down words and sounding them out. This strategy, together with the fact that children are still primarily reading aloud at this age, makes it clear that children are expected to recognize the words once they hear them.
  1. The program’s emphasis is on using sounds to figure out long words, making clear the assumption that children will recognize the words if they can only pronounce them.
  2. The passage does not make this claim for all multi-syllabic words.
  3. Third graders are not compared with other students in the passage.
  4. In fact, the passage states that words are sounded out so that comprehension can be ensured.
  5. Other reading programs are not compared in the passage.

Answer: A
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Re: V05-32  [#permalink]

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New post 09 Apr 2016, 22:36
What if there are students who are not able to hear?
How will option A work in that case?
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Re V05-32  [#permalink]

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New post 19 May 2017, 23:34
I think this is a high-quality question and the explanation isn't clear enough, please elaborate.
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Re: V05-32  [#permalink]

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New post 18 Nov 2017, 06:18
Good question.
Please evaluate my approach: Negate option A, the statement is weakened.
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Re: V05-32  [#permalink]

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New post 18 Feb 2018, 07:54
forsellingonline1 wrote:
What if there are students who are not able to hear?
How will option A work in that case?



Then he will not be sitting in phonics class but he will be sitting in visual expression class.. :cool:
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Re: V05-32  [#permalink]

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New post 08 Jul 2018, 04:35
Bunuel wrote:
Official Solution:


Our reading program teaches third graders to use phonics to sound out multi-syllabic words by pronouncing prefixes and suffixes separately from base words, and then reading the word parts all together. Since children are still primarily reading aloud at this age, this approach ensures comprehension even in books that contain a high percentage of multi-syllabic words.

The approach of the summer reading program assumes which of the following about third graders’ comprehension of multi-syllabic words?


A. Students will recognize multi-syllabic words when they hear them.
B. Multi-syllabic words are all composed of prefixes and suffixes.
C. Third graders struggle more than other students with multi-syllabic words.
D. Comprehension is less important than sounding out words.
E. Other reading programs do not focus on multi-syllabic words.


Situation: A reading program teaches third-graders to sound out multi-syllabic words in order to understand them.

Reasoning: Which identifies the assumption underlying the program’s approach? The reading program teaches students a way of breaking down words and sounding them out. This strategy, together with the fact that children are still primarily reading aloud at this age, makes it clear that children are expected to recognize the words once they hear them.
  1. The program’s emphasis is on using sounds to figure out long words, making clear the assumption that children will recognize the words if they can only pronounce them.
  2. The passage does not make this claim for all multi-syllabic words.
  3. Third graders are not compared with other students in the passage.
  4. In fact, the passage states that words are sounded out so that comprehension can be ensured.
  5. Other reading programs are not compared in the passage.

Answer: A


My question is -
Is "recognizing" a word considered equivalent to "comprehending" it in the deemed correct answer choice?

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Re: V05-32  [#permalink]

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New post 17 Nov 2018, 05:56
Bunuel wrote:
Our reading program teaches third graders to use phonics to sound out multi-syllabic words by pronouncing prefixes and suffixes separately from base words, and then reading the word parts all together. Since children are still primarily reading aloud at this age, this approach ensures comprehension even in books that contain a high percentage of multi-syllabic words.

The approach of the summer reading program assumes which of the following about third graders’ comprehension of multi-syllabic words?


A. Students will recognize multi-syllabic words when they hear them.


comprehension
noun /ˌkɑːm.prəˈhen.ʃən/
the ability to understand completely and be familiar with a situation, facts, etc.

Comprehension and recognizing have two fundamentally different meanings. While the other answer choices don't make sense either, "recognize" threw me off and I ended up selecting an answer choice I knew made little sense. I only say this because I encountered this problem on the test, and I hope it gets fixed, and if there's no reason to fix it, I'd like an expert's explanation reconciling the discrepancy.

I've never encountered anything like this in an official GMAT problem and usually, the gap between "comprehension" and "recognize" is why answers are incorrect.
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Re: V05-32   [#permalink] 17 Nov 2018, 05:56
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