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Your textbook discussed the research on test anxiety, study skills, and reading-comprehension scores in undergraduates. According to this research,
 
  a. students who have high test anxiety tend to report having good study skills, but they still tend to perform poorly on reading-comprehension tests.
  b. students who have high test anxiety report having poor study skills.
  c. students who have high test anxiety do not differ from less anxious students on reading-comprehension tests.
  d. students who have high test anxiety do not differ from low-anxiety students when making inferences from textbook material.

Question 2

The discussion of reading comprehension emphasized that people draw inferences during reading. For example, when people were reading a passage that contradicted an inference, they usually took longer to read it
 
  a. if the goal sentence was located near the contradictory material, rather than far away.
  b. only if they were allowed a long processing time between reading the passage and judging it.
  c. in both the near and the far conditions.
  d. if they were novices, rather than experts

Question 3

Which of the following students provides the best summary about teaching metacomprehension skills?
 
  a. Martina: The research suggests that teachers should encourage metacomprehension skills, beginning in first grade.
  b. Johnny: If students reach college without learning metacomprehension skills, it's probably too late for them to master these techniques.
  c. Souren: Educators are now developing programs to teach metacomprehension skills to students before they reach high school.
  d. Suzanne: The research suggests that children already know metacomprehension skills, if they initially learned to read using the phonics method.

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