Changes In Reading Habits IELTS Reading Answers with Explanation

Luyện tập đề IELTS Reading Practice với passage Changes In Reading Habits được lấy từ cuốn sách IELTS Cambridge IELTS Practice Test 16 - Test 4 - Passage 2 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking, kèm list từ vựng IELTS cần học trong bài đọc.
Changes In Reading Habits IELTS Reading Answers with Explanation

📖 Bài đọc (reading passage)

Changes in reading habits
What are the implications of the way we read today?
Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers. Younger school-aged children read stories on smartphones, older kids don't read at all, but hunch over video games. Parents and other passengers read on tablets or skim a flotilla of email and news feeds. Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain's ability to read is subtly, rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult. As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species' brain more than 6,000 years ago. That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one's herd, to the present, highly elaborated reading brain. My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential 'deep reading processes may be under threat as we move into digital-based modes of reading. This is not a simple, binary issue of print versus digital reading and technological innovation. As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating. In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit, what our children and older students are not developing, and what we can do about it. We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment's requirements - from different writing systems to the characteristics of whatever medium is used. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit. As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes. Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favour of something simpler as they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students' cognitive impatience', however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts. Multiple studies show that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school and college students. In Stavanger, Norway, psychologist Anne Mangen and her colleagues studied how high school students comprehend the same material in different mediums. Mangen's group asked subjects questions about a short story whose plot had universal student appeal; half of the students read the story on a tablet, the other half in paperback. Results indicated that students who read on print were superior in their comprehension to screen-reading peers, particularly in their ability to sequence detail and reconstruct the plot in chronological order. Ziming Liu from San Jose State University has conducted a series of studies which indicate that the “new norm' in reading is skimming, involving word-spotting and browsing through the text. Many readers now use a pattern when reading in which they sample the first line and then word spot through the rest of the text. When the reading brain skims like this, it reduces time allocated to deep reading processes. In other words, we don't have time to grasp complexity, to understand another's feelings, to perceive beauty, and to create thoughts of the reader's own. The possibility that critical analysis, empathy and other deep reading processes could become the unintended collateral damage of our digital culture is not a straightforward binary issue about print versus digital reading. It is about how we all have begun to read on various mediums and how that changes not only what we read, but also the purposes for which we read. Nor is it only about the young. The subtle atrophy of critical analysis and empathy affects us all equally. It affects our ability to navigate a constant bombardment of information. It incentivizes a retreat to the most familiar stores of unchecked information, which require and receive no analysis, leaving us susceptible to false information and irrational ideas. There's an old rule in neuroscience that does not alter with age: use it or lose it. It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice. The story of the changing reading brain is hardly finished. We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched. If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us, there is as much reason for excitement as caution.

❓ Câu hỏi (questions)

Question 1 - 4
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes on your answer sheet.
1
What is the writer's main point in the first paragraph?
A
Our use of technology is having a hidden effect on us.
B
Technology can be used to help youngsters to read.
C
Travellers should be encouraged to use technology on planes.
D
Playing games is a more popular use of technology than reading.
2
What main point does Sherry Turkle make about innovation?
A
Technological innovation has led to a reduction in print reading.
B
We should pay attention to what might be lost when innovation occurs.
C
We should encourage more young people to become involved in innovation.
D
There is a difference between developing products and developing ideas.
3
What point is the writer making in the fourth paragraph?
A
Humans have an inborn ability to read and write.
B
Reading can be done using many different mediums.
C
Writing systems make unexpected demands on the brain.
D
Some brain circuits adjust to whatever is required of them.
4
According to Mark Edmundson, the attitude of college students
A
has changed the way he teaches.
B
has influenced what they select to read.
C
does not worry him as much as it does others.
D
does not match the views of the general public.
Question 5 - 9
Complete the summary using the list of words, A-H, below.
Write the correct letter, A-H, in boxes on your answer sheet.
Studies on digital screen use
There have been many studies on digital screen use, showing some
5
trends. Psychologist Anne Mangen gave high-school students a short story to read, half using digital and half using print mediums. Her team then used a question-and-answer technique to find out how
6
each group's understanding of the plot was. The findings showed a clear pattern in the responses, with those who read screens finding the order of information
7
to recall.
Studies by Ziming Liu show that students are tending to read
8
words and phrases in a text to save time. This approach, she says, gives the reader a superficial understanding of the
9
content of material, leaving no time for thought.
A
fast
B
isolated
C
emotional
D
worrying
E
many
F
hard
G
combined
H
thorough
Question 10 - 13
Do the following statements agree with the views of the writer in Reading Passage 2?
In boxes on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
10
The medium we use to read can affect our choice of reading content.
11
Some age groups are more likely to lose their complex reading skills than others.
12
False information has become more widespread in today's digital era.
13
We still have opportunities to rectify the problems that technology is presenting.

🔥 Answer key (đáp án và giải thích)

1
A
Rút gọn

Giải thích chi tiết



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 1 Look around on your next plane trip

 2 The iPad is the new pacifier for babies and toddlers

 3 Younger school-aged children read stories on smartphones , older kids don't read at all , but hunch over video games.

 4 Parents and other passengers read on tablets or skim a flotilla of email and news feeds.

Xem full giải thích
2
B
Mở rộng

Giải thích chi tiết



Ta có thể nhanh chóng khoanh vùng thông tin cần đọc dựa vào tên riêng 'Sherry Turkle'



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 As MIT scholar Sherry Turkle has written , we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating.

 => Main idea: Sherry Turkle cho rằng - xã hội chúng ta - không sai lầm khi đổi mới - nhưng - chúng ta - sai lầm khi bỏ qua những gì mình đã phá hủy trong lúc đổi mới

=> Hay nói cách khác là chúng ta nên chú ý vào những mất mát trong lúc đổi mới

Xem full giải thích
3
D
Mở rộng

Giải thích chi tiết



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 1 the reading circuit is not given to human beings through a genetic blueprint ; it needs an environment to develop.

 2 It will adapt to that environment's requirements... 

=> Main idea: reading circuit - không có do di truyền - mà nó cần môi trường để phát triển - và reading circuit này sẽ thích nghi với những yêu cầu của môi trường đó

=> Nói cách khác, reading circuit có thể điều chỉnh để phù hợp với yêu cầu môi trường

Xem full giải thích
4
B
Mở rộng

Giải thích chi tiết



Dựa vào thông tin 'college students', ta có thể dễ dàng tìm được thông tin cần đọc

>>> Các câu hỏi dạng Multiple choice thường sẽ đi theo thứ tự bài đọc, nên ta cứ từ câu trước đọc xuống thôi đừng đọc lung tung nhé!





Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 Mark Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favour of something simpler as they no longer have the patience to read longer, denser, more difficult texts.

Xem full giải thích
5
worrying
Mở rộng

Giải thích chi tiết



Ta nhanh chóng tìm được thông tin cần đọc với các cụm như 'many studies' + 'digital screen use'



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 Multiple studies show that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school and college students. 

=> Main idea: Nhiều nghiên cứu chỉ ra rằng - sử dụng thiết bị kỹ thuật số - gây ra nhiều troubling downstream effects lên khả năng đọc hiểu của students

=> troubling downstream effects = some ____ trends

Xem full giải thích
6
thorough
Mở rộng

Giải thích chi tiết



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 1 psychologist Anne Mangen studied how high school students comprehend the same material in different mediums.

 2 Mangen's group asked subjects questions about a short story ; half of the students read the story on a tablet , the other half in paperback. 

=> Main idea: Anne Mangen - hỏi các học sinh - sau khi cho họ đọc cùng 1 mẩu truyện - dưới 2 hình thức khác nhau: đọc trên màn hình và trên giấy - để xem học sinh hiểu câu truyện đến mức nào

So với câu hỏi: Her team then used a question-and-answer technique to find out how ____ each group's understanding of the plot was

Xem full giải thích
7
hard
Mở rộng

Giải thích chi tiết



Hiểu câu hỏi: The findings showed a clear pattern in the responses, with those who read screens finding the order of information _____ to recall.

=> 'The findings' -> Ta biết cần đọc về kết quả (results) của thử nghiệm

=> Ta có cấu trúc: find + something + adj (thấy cái gì đó như thế nào) -> Đáp án là tính từ





Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

Xem full giải thích
8
isolated
Mở rộng

Giải thích chi tiết



Ta nhanh chóng tìm được thông tin cần đọc với tên riêng 'Ziming Liu'



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 Many readers use a pattern when reading in which they sample the first line and then wordspot through the rest of the text

=> 'Spot' ở đây là động từ, nên nó sẽ có nghĩa là 'tìm, nhìn' -> Wordspot nghĩa là đọc lướt theo từ (không phải đọc tất cả)

=> Main idea: Many readers - chỉ xem dòng đầu tiên - sau đó đọc lướt theo từng từ

Xem full giải thích
9
emotional
Mở rộng

Giải thích chi tiết



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 we don't have time to grasp complexity , to understand another's feelings , to perceive beauty , and to create thoughts of the reader's own.

=> Main idea: Khi đọc kiểu skimming - người đọc - không có thời gian - để hiểu - những chi tiết phức tạp + cảm xúc nhân vật + nét đẹp câu truyện - và - không có thời gian để suy ngẫm.

=> So với câu hỏi: a superficial understanding of the _____ content of material , leaving no time for thought.

=> 'a superficial understanding' có nghĩa là sự thấu hiểu hời hợt -> Nói cách khác là không hiểu mấy

Xem full giải thích
10
Yes
Mở rộng

Giải thích chi tiết



Hiểu câu hỏi: The medium we use to read can affect our choice of reading content.

=> Loại hình mà chúng ta đọc (giấy, màn hình,...) có thể ảnh hưởng tới việc lựa chọn nội dung





Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 It is about how we all have begun to read on various mediums and how that changes not only what we read , but also... 

Xem full giải thích
11
No
Mở rộng

Giải thích chi tiết



Đọc theo Linearthinking (Read in structure) để nắm ý chính, ta có:

 an old rule in neuroscience that does not alter with age : use it or lose it (it= their complex reading skills)

=> Main idea: Theo quy luật - nếu không dùng reading skills - thì dần sẽ mất chúng - và - quy luật này áp dụng với mọi người không kể độ tuổi

=> So sánh với câu hỏi sẽ thấy có sự mâu thuẫn

=> Chọn NO



Xem full giải thích
12
Not Given
Mở rộng

Giải thích chi tiết



Hiểu câu hỏi: False information has become more widespread in today's digital era.

=> Thông tin sai lệch - ngày càng phổ biến - trong thời đại số ngày nay

=> Ta có thể tìm thấy thông tin về 'false information' nhưng không thấy có thông tin về việc false information đã trở nên phổ biến hơn

=> Chọn NOT GIVEN



Xem full giải thích
13
Yes
Mở rộng

Giải thích chi tiết



Ở câu hỏi có từ 'rectify' khá lạ, bạn nào không biết cũng đừng hoảng, ta hoàn toàn có thể đoán nghĩa nó nhé !

=> Ta dịch như sau: 'Chúng ta vẫn có cơ hội để ____ những vấn đề mà công nghệ đang gây ra'

=> 'Có cơ hội' -> Biết hành động trong chỗ trống sẽ mang nghĩa tích cực, chứ nếu mang nghĩa tiêu cực thì sẽ rất vô lý

=> Đi với tân ngữ là 'problems' -> Đoán được 'rectify' có lẽ là giải quyết/xử lý



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