,Solution manual for Reading for Results, 14th
Edition Laraine E. Flemming
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Answer Key for Reading for Results 14:
Chapters 1–12
Chapter 1: Strategies for Learning from Textbooks
Chapter 2: Building Word Power
Chapter 3: Looking for Specific Topics and General Main Ideas
Chapter 4: Getting to the Point of Paragraphs
Chapter 5: Getting to the Point of Longer Readings
Chapter 6: Focusing on Supporting Details in Paragraphs
Chapter 7: Focusing on Supporting Details in Longer Readings
Chapter 8: Focusing on Inferences in Paragraphs
Chapter 9: Understanding the Role of Inferences in Longer Readings
Chapter 10: Learning from Organizational Patterns in Paragraphs
Chapter 11: Combining Patterns in Paragraphs and Longer Readings
Chapter 12: Responding to Persuasive Writing
Putting It All Together
, 2
ANSWER KEY FOR CHAPTERS 1–12
CHAPTER 1:STRATEGIES FOR LEARNING FROM TEXTBOOKS (pp. 1–72)
Exercise 1: Surveying Visual Aids (pp. 7–8)
Answers will vary. Yes, mothers and fathers parent differently.
The difference in the length of the bar graphs makes it clear that mothers and fathers do not
parent to the same degree, which supports the idea that there might be other differences.
Exercise 2: Surveying for Advance Knowledge (pp. 8–9)
1. False
2. False
3. True
4. True Note: Both the title and highlighted words would suggest that this is precisely
what the reading does.
Check Your Understanding (pp. 9–10)
1. A survey should (1) give you a general idea of what the chapter covers, (2) give you a
feel for the writer’s style and method of organization, (3) help you figure out what’s
important in the chapter, and (4) identify breaks in the chapter that will help you
decide how many pages you want to read in each study session.
2. Reading flexibility is crucial to surveying and every other aspect of reading. Each new
reading assignment calls for a different set of reading strategies that reflect the kind of
material you are reading, the author’s style, and your own purpose in reading.
3. Often, visual aids reveal the author’s main idea or key point.
4. Making comparisons between different groups.
, 3
Exercise 3: Using Questions to Focus Your Attention (pp. 17–18)
Answers will vary. Where can I find the definitions for phonemes, morphemes, syntax, and
semantics? Are “units of sound” the sounds we make when we just say letters aloud? What is
“the smallest unit of meaning in language”? Could that be a sound like “aw”? Are there
examples that can help me define syntax and semantics?
Check Your Understanding (p. 18)
1. Questions help maintain concentration and improve the reader’s ability to spot key
passages.
2. Readers can use (1) introductory lists of questions or objectives, (2) major and minor
headings, (3) key words that have been highlighted, (4) first and last sentences in
paragraphs, and (5) their own experience.
Exercise 4: Reviewing What You’ve Learned (pp. 22–23)
2. Set a timer and read for just ten minutes, then get up, walk around and think about
what you’ve read. Rewind the timer and start over.
3. Divide up the time you have set aside to study between two subjects, preferably two
related subjects, so that one reinforces the other.
4. Jotting notes in the margin, underlining, and highlighting specific pieces of
information reinforces what you are learning because different parts of the brain are
going over the same material.
5. Don’t read everything at the same rate of speed. Slow down for difficult parts; speed
up when the text becomes easier to understand.
, 4
Exercise 5: Recalling After Reading (pp. 28–29)
Sample for Taylor’s 4 Principles Diagram
Check Your Understanding (p. 29)
1. Recalling right after reading is a good way to monitor understanding. It also helps
slow down the rate of forgetting.
2. Readers can recall by (1) mental and spoken recitation, (2) writing out answers to the
questions posed during the survey, (3) creating an informal outline, (4) drawing
diagrams and pictures, and (5) reading and recalling with a friend.
Exercise 6: Marking a Text (pp. 38–39)
b Note: Selection b is more selectively underlined. It also uses a variety of marginal
notes, which makes it easier to spot relationships, key terms, and ideas.
Exercise 7: Writing While Reading (pp. 39–40)
Note: This cannot be answered with a key. I’d be inclined to make it an in-class assignment
so you can walk around and make suggestions. Consider, too, having students work on it in
pairs to decide what gets underlined and marked.
Exercise 8: Practice with Paraphrasing (pp. 41–43)
Note: Answers will vary.
1. If you talk too much about what you plan to do or get distracted by a conversation,
you might not get the job done.
2. Listen to your inner voice rather than what other people say. If you believe you can do
it, you can.
, 5
3. Being in love can make you feel warm and comfortable, but it can also ruin your life.
4. We make our own luck by daring to take chances.
5. It will be wonderful when history is taught so that everyone who made it is included
in the writing of it, and we don’t need separate subjects to describe the lives of those
who have been left out.
Exercise 9: Picking the Better Paraphrase (pp. 46–48)
1. b The original identifies several sources of species extinction but ends by saying
that habitat loss is the major cause. Only paraphrase b makes that point. Unlike the
original, paraphrase a focuses exclusively on the human role in species extinction.
2. a Answer a makes it clear that there are some restrictions on how all dead
bodies can be treated. Answer b limits that application of the restrictions to bodies
being prepared for burial. But the original does not include this limitation.
3. a Answer a is correct because it doesn’t add any details to the original. Answer
b, however, does. Wallace did, in fact, admire Darwin, but that’s not what the original
says. It says he asked for Darwin’s advice, which could have been because Darwin
was so much better known. Similarly, we don’t know from the original that Darwin
was “fearful” Wallace would publish his ideas. We only know that the letter stopped
him from dawdling about publishing because he knew someone else was zeroing in
on the same conclusion.
4. b Answer a completely ignores the fact that the problems caused by over-
population vary depending on the country, which is the paragraph’s main idea.
Answer a also lists the various problems related to overpopulation but doesn’t explain
how different countries have different problems, which is central to the original.
Check Your Understanding (p. 49)
1. Paraphrase to check your understanding and encourage long-term remembering.
, 6
2. No. Paraphrase selectively. Pick out a few key sentences to paraphrase, rather than
huge chunks of text.
3. Re-order the ideas and try paraphrasing in pieces, starting with the end of the sentence
and working your way backward. Or just paraphrase in pieces. Paraphrase one half of
the sentence and then the other.
4. Yes. You can change the order of ideas but the meaning has to be the same.
5. No. The words used in a paraphrase should be as specific or general as the ones used
in the original text.
Exercise 10: Using the Web for Background Knowledge (pp. 54–55)
1. James Meredith, 1962; James Meredith Integration; James Meredith Ole Miss.
Note: Any of the answers shown is good. The only one that would not be quite as
effective would be “James Meredith” because you would end up with more
information than you need.
He was met by an angry riot. By the time it was over, hundreds had been arrested for
trying to stop Meredith from registering. Two people were dead, and President John
F. Kennedy had called out the National Guard.
2. Typing just “vitamins” into a search box will give students way more information
than they need or want to sort through, such as websites that sell vitamins. Using a
search term like “side effects of vitamins” or “vitamins’ effects on the body” would
be better search terms.
3. No. In response to that search term, up would come sites that sell white roses along
with tips on growing them. The search term would need to be more restricted,
something like “White Rose teenagers fight Nazis.”
, 7
4. a Answers b and c would get information about estuaries or the Chesapeake Bay
in general, when what the reader is looking for is information about one specific
estuary and its problems.
Check Your Understanding (p. 61)
1. It can provide the background knowledge that helps in the understanding of a
textbook chapter.
2. A phrase will do a better job of narrowing the focus of the search.
3. Blogs are inclined to express a personal bias. A reader trying to get background
knowledge about a subject wants to get a sense of what is generally known or thought
about a topic. The reader’s goal at this point is to understand what most informed
people think rather than absorbing one individual’s personal opinion.
4. No. Read the caption describing the website and look for references to your search
term or the original heading that puzzled you. Ignore or leave for last any websites
that make no reference to the words guiding your search.
Digging Deeper: Long-Term Memory: Preserving the Past (pp. 62–66)
1. d
2. b
3. a Understanding the levels-of-processing theory can help the reader understand
why elaborative rehearsal works better than maintenance rehearsal, two terms the
author is careful to define. And while understanding how the World Wide Web was
modeled on the workings of the brain is interesting, knowing who invented it or when
doesn’t help the reader understand other points made in the reading.
4. With elaborative rehearsal, you can make connections based on meaning, and that
method of remembering has proven more effective than maintenance rehearsal, in
which you just repeat the information you are trying to store.
, 8
5. c
6. b
7. b
8. a
9. b
10. b
Test 1: Reviewing Key Concepts (pp. 68–69)
1. 1. To get a general overview of the content.
2. To get a sense of the author’s style.
3. To get an idea of what’s important in the chapter.
4. To determine how the author has divided up the chapter.
2. They change reading strategies in order to match both the type of text and the reader’s
purpose.
3. They can provide good clues to the key points in a chapter section.
4. Questions help readers focus their attention.
5. Readers need to vary their reading rate to match the difficulty level of the material.
More difficult material requires a slower rate to really understand the information,
while easier and more familiar material doesn’t require as much thought to process.
6. 1. Recalling right after reading helps readers recognize what they haven’t really
understood.
2. It helps anchor new information into long-term memory.
7. Reflect and connect; The reader needs to consider how ideas explained in the text they
are studying are connected to their own life or what they know about the world.
8. Recall cues are brief words or phrases that call up larger ideas during reviews.
9. Paraphrasing provides a comprehension check.
Edition Laraine E. Flemming
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Answer Key for Reading for Results 14:
Chapters 1–12
Chapter 1: Strategies for Learning from Textbooks
Chapter 2: Building Word Power
Chapter 3: Looking for Specific Topics and General Main Ideas
Chapter 4: Getting to the Point of Paragraphs
Chapter 5: Getting to the Point of Longer Readings
Chapter 6: Focusing on Supporting Details in Paragraphs
Chapter 7: Focusing on Supporting Details in Longer Readings
Chapter 8: Focusing on Inferences in Paragraphs
Chapter 9: Understanding the Role of Inferences in Longer Readings
Chapter 10: Learning from Organizational Patterns in Paragraphs
Chapter 11: Combining Patterns in Paragraphs and Longer Readings
Chapter 12: Responding to Persuasive Writing
Putting It All Together
, 2
ANSWER KEY FOR CHAPTERS 1–12
CHAPTER 1:STRATEGIES FOR LEARNING FROM TEXTBOOKS (pp. 1–72)
Exercise 1: Surveying Visual Aids (pp. 7–8)
Answers will vary. Yes, mothers and fathers parent differently.
The difference in the length of the bar graphs makes it clear that mothers and fathers do not
parent to the same degree, which supports the idea that there might be other differences.
Exercise 2: Surveying for Advance Knowledge (pp. 8–9)
1. False
2. False
3. True
4. True Note: Both the title and highlighted words would suggest that this is precisely
what the reading does.
Check Your Understanding (pp. 9–10)
1. A survey should (1) give you a general idea of what the chapter covers, (2) give you a
feel for the writer’s style and method of organization, (3) help you figure out what’s
important in the chapter, and (4) identify breaks in the chapter that will help you
decide how many pages you want to read in each study session.
2. Reading flexibility is crucial to surveying and every other aspect of reading. Each new
reading assignment calls for a different set of reading strategies that reflect the kind of
material you are reading, the author’s style, and your own purpose in reading.
3. Often, visual aids reveal the author’s main idea or key point.
4. Making comparisons between different groups.
, 3
Exercise 3: Using Questions to Focus Your Attention (pp. 17–18)
Answers will vary. Where can I find the definitions for phonemes, morphemes, syntax, and
semantics? Are “units of sound” the sounds we make when we just say letters aloud? What is
“the smallest unit of meaning in language”? Could that be a sound like “aw”? Are there
examples that can help me define syntax and semantics?
Check Your Understanding (p. 18)
1. Questions help maintain concentration and improve the reader’s ability to spot key
passages.
2. Readers can use (1) introductory lists of questions or objectives, (2) major and minor
headings, (3) key words that have been highlighted, (4) first and last sentences in
paragraphs, and (5) their own experience.
Exercise 4: Reviewing What You’ve Learned (pp. 22–23)
2. Set a timer and read for just ten minutes, then get up, walk around and think about
what you’ve read. Rewind the timer and start over.
3. Divide up the time you have set aside to study between two subjects, preferably two
related subjects, so that one reinforces the other.
4. Jotting notes in the margin, underlining, and highlighting specific pieces of
information reinforces what you are learning because different parts of the brain are
going over the same material.
5. Don’t read everything at the same rate of speed. Slow down for difficult parts; speed
up when the text becomes easier to understand.
, 4
Exercise 5: Recalling After Reading (pp. 28–29)
Sample for Taylor’s 4 Principles Diagram
Check Your Understanding (p. 29)
1. Recalling right after reading is a good way to monitor understanding. It also helps
slow down the rate of forgetting.
2. Readers can recall by (1) mental and spoken recitation, (2) writing out answers to the
questions posed during the survey, (3) creating an informal outline, (4) drawing
diagrams and pictures, and (5) reading and recalling with a friend.
Exercise 6: Marking a Text (pp. 38–39)
b Note: Selection b is more selectively underlined. It also uses a variety of marginal
notes, which makes it easier to spot relationships, key terms, and ideas.
Exercise 7: Writing While Reading (pp. 39–40)
Note: This cannot be answered with a key. I’d be inclined to make it an in-class assignment
so you can walk around and make suggestions. Consider, too, having students work on it in
pairs to decide what gets underlined and marked.
Exercise 8: Practice with Paraphrasing (pp. 41–43)
Note: Answers will vary.
1. If you talk too much about what you plan to do or get distracted by a conversation,
you might not get the job done.
2. Listen to your inner voice rather than what other people say. If you believe you can do
it, you can.
, 5
3. Being in love can make you feel warm and comfortable, but it can also ruin your life.
4. We make our own luck by daring to take chances.
5. It will be wonderful when history is taught so that everyone who made it is included
in the writing of it, and we don’t need separate subjects to describe the lives of those
who have been left out.
Exercise 9: Picking the Better Paraphrase (pp. 46–48)
1. b The original identifies several sources of species extinction but ends by saying
that habitat loss is the major cause. Only paraphrase b makes that point. Unlike the
original, paraphrase a focuses exclusively on the human role in species extinction.
2. a Answer a makes it clear that there are some restrictions on how all dead
bodies can be treated. Answer b limits that application of the restrictions to bodies
being prepared for burial. But the original does not include this limitation.
3. a Answer a is correct because it doesn’t add any details to the original. Answer
b, however, does. Wallace did, in fact, admire Darwin, but that’s not what the original
says. It says he asked for Darwin’s advice, which could have been because Darwin
was so much better known. Similarly, we don’t know from the original that Darwin
was “fearful” Wallace would publish his ideas. We only know that the letter stopped
him from dawdling about publishing because he knew someone else was zeroing in
on the same conclusion.
4. b Answer a completely ignores the fact that the problems caused by over-
population vary depending on the country, which is the paragraph’s main idea.
Answer a also lists the various problems related to overpopulation but doesn’t explain
how different countries have different problems, which is central to the original.
Check Your Understanding (p. 49)
1. Paraphrase to check your understanding and encourage long-term remembering.
, 6
2. No. Paraphrase selectively. Pick out a few key sentences to paraphrase, rather than
huge chunks of text.
3. Re-order the ideas and try paraphrasing in pieces, starting with the end of the sentence
and working your way backward. Or just paraphrase in pieces. Paraphrase one half of
the sentence and then the other.
4. Yes. You can change the order of ideas but the meaning has to be the same.
5. No. The words used in a paraphrase should be as specific or general as the ones used
in the original text.
Exercise 10: Using the Web for Background Knowledge (pp. 54–55)
1. James Meredith, 1962; James Meredith Integration; James Meredith Ole Miss.
Note: Any of the answers shown is good. The only one that would not be quite as
effective would be “James Meredith” because you would end up with more
information than you need.
He was met by an angry riot. By the time it was over, hundreds had been arrested for
trying to stop Meredith from registering. Two people were dead, and President John
F. Kennedy had called out the National Guard.
2. Typing just “vitamins” into a search box will give students way more information
than they need or want to sort through, such as websites that sell vitamins. Using a
search term like “side effects of vitamins” or “vitamins’ effects on the body” would
be better search terms.
3. No. In response to that search term, up would come sites that sell white roses along
with tips on growing them. The search term would need to be more restricted,
something like “White Rose teenagers fight Nazis.”
, 7
4. a Answers b and c would get information about estuaries or the Chesapeake Bay
in general, when what the reader is looking for is information about one specific
estuary and its problems.
Check Your Understanding (p. 61)
1. It can provide the background knowledge that helps in the understanding of a
textbook chapter.
2. A phrase will do a better job of narrowing the focus of the search.
3. Blogs are inclined to express a personal bias. A reader trying to get background
knowledge about a subject wants to get a sense of what is generally known or thought
about a topic. The reader’s goal at this point is to understand what most informed
people think rather than absorbing one individual’s personal opinion.
4. No. Read the caption describing the website and look for references to your search
term or the original heading that puzzled you. Ignore or leave for last any websites
that make no reference to the words guiding your search.
Digging Deeper: Long-Term Memory: Preserving the Past (pp. 62–66)
1. d
2. b
3. a Understanding the levels-of-processing theory can help the reader understand
why elaborative rehearsal works better than maintenance rehearsal, two terms the
author is careful to define. And while understanding how the World Wide Web was
modeled on the workings of the brain is interesting, knowing who invented it or when
doesn’t help the reader understand other points made in the reading.
4. With elaborative rehearsal, you can make connections based on meaning, and that
method of remembering has proven more effective than maintenance rehearsal, in
which you just repeat the information you are trying to store.
, 8
5. c
6. b
7. b
8. a
9. b
10. b
Test 1: Reviewing Key Concepts (pp. 68–69)
1. 1. To get a general overview of the content.
2. To get a sense of the author’s style.
3. To get an idea of what’s important in the chapter.
4. To determine how the author has divided up the chapter.
2. They change reading strategies in order to match both the type of text and the reader’s
purpose.
3. They can provide good clues to the key points in a chapter section.
4. Questions help readers focus their attention.
5. Readers need to vary their reading rate to match the difficulty level of the material.
More difficult material requires a slower rate to really understand the information,
while easier and more familiar material doesn’t require as much thought to process.
6. 1. Recalling right after reading helps readers recognize what they haven’t really
understood.
2. It helps anchor new information into long-term memory.
7. Reflect and connect; The reader needs to consider how ideas explained in the text they
are studying are connected to their own life or what they know about the world.
8. Recall cues are brief words or phrases that call up larger ideas during reviews.
9. Paraphrasing provides a comprehension check.
