V05-32

What if there are students who are not able to hear?
How will option A work in that case?

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

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.

Recongize does not mean comprehend. Negating option A, provided the correct meaning of recognize, does not destroy our conclusion. Option B, while extreme, is a required assumption because the whole concept of the reading program was to use sounds by pronouncing prefixes and suffices, which leads to comprehension. If the multi-syllabic words are not all composed of pre/suf then how would the logical flow work behind the concept? I understand "all" is a put-off but this option is the best of the lot, in spite of that, in my opinion.

Thank you for the point. I agree about the recognize vs. comprehend. I have updated the question appropriately.

In terms of the option B, that's a trap assumption. It is indeed an assumption that the words that kids are reading have prefixes and suffixes. However, the question asks

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

The subject is not words but third grader's comprehension. The question is looking for assumptions related directly to how third graders comprehend multi-syllabic words. The assumption needs to be something that underpins the teaching strategy employed by the program, specifically aimed at aiding comprehension. Answer B, stating that "Multi-syllabic words are all composed of prefixes and suffixes," discusses the structure of words rather than how children comprehend them, and is not relevant to the question asked (relevant to the reading program but not the question). There are other reasons why B is wrong but this is the easiest to explain for me.