Comprehension
It is possible for students to obtain advanced degrees in English while knowing little or nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon—the list of authors whose works are most widely taught—is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are bereft of crucial tools for revising the canon.
To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.
Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day; thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith's play The Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.
The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student — I hope for a lifetime — against credulous use of reference sources.
To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.
Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day; thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith's play The Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.
The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student — I hope for a lifetime — against credulous use of reference sources.
Question: 1
The author of the passage is primarily concerned with
The author of the passage is primarily concerned with
Show Hint
For "primary purpose" questions, look at the overall structure of the passage. A "problem-solution" structure, like the one here, often points to an answer choice that includes words like "describe," "explain," or "propose" in relation to a problem or solution.
Updated On: Oct 4, 2025
- revealing a commonly ignored deficiency
- proposing a return to traditional terminology
- describing an attempt to correct a shortcoming
- assessing the success of a new pedagogical approach
- predicting a change in a traditional teaching strategy
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The Correct Option is C
Solution and Explanation
Step 1: Understanding the Concept:
This question asks for the primary purpose or main idea of the entire passage. We need to identify the overall goal of the author in writing this text.
Step 2: Key Formula or Approach:
Read the passage to identify the central theme. The author starts by identifying a problem ("artificial aspects of the conventional course"), then describes a solution ("an experimental version of the traditional scholarly methods course"), and explains how and why it was implemented. This structure is key to finding the primary concern.
Step 3: Detailed Explanation:
- The passage begins by outlining a "shortcoming" in traditional scholarly methods courses: they are often artificial and don't provide an "authentic experience."
- The bulk of the passage is then dedicated to "describing an attempt to correct" this shortcoming—the experimental course focused on Elizabeth Griffith. The author details the course's design, rationale, and the benefits it offers.
- (A) is too narrow. The author does more than just reveal a deficiency; they describe a solution.
- (B) is incorrect. The author is describing a new, non-traditional approach, not a return to tradition.
- (D) is also too narrow. While the author's tone is positive, the passage is more descriptive than evaluative. It focuses on explaining what the new approach is, rather than formally assessing its overall success with data.
- (E) is incorrect. The author describes a current experiment, not a future prediction.
Therefore, the passage is best summarized as a description of an experimental course designed to fix a problem in traditional teaching.
Step 4: Final Answer:
The author's primary concern is to describe a new course that was created as an attempt to correct the shortcomings of the traditional approach.
This question asks for the primary purpose or main idea of the entire passage. We need to identify the overall goal of the author in writing this text.
Step 2: Key Formula or Approach:
Read the passage to identify the central theme. The author starts by identifying a problem ("artificial aspects of the conventional course"), then describes a solution ("an experimental version of the traditional scholarly methods course"), and explains how and why it was implemented. This structure is key to finding the primary concern.
Step 3: Detailed Explanation:
- The passage begins by outlining a "shortcoming" in traditional scholarly methods courses: they are often artificial and don't provide an "authentic experience."
- The bulk of the passage is then dedicated to "describing an attempt to correct" this shortcoming—the experimental course focused on Elizabeth Griffith. The author details the course's design, rationale, and the benefits it offers.
- (A) is too narrow. The author does more than just reveal a deficiency; they describe a solution.
- (B) is incorrect. The author is describing a new, non-traditional approach, not a return to tradition.
- (D) is also too narrow. While the author's tone is positive, the passage is more descriptive than evaluative. It focuses on explaining what the new approach is, rather than formally assessing its overall success with data.
- (E) is incorrect. The author describes a current experiment, not a future prediction.
Therefore, the passage is best summarized as a description of an experimental course designed to fix a problem in traditional teaching.
Step 4: Final Answer:
The author's primary concern is to describe a new course that was created as an attempt to correct the shortcomings of the traditional approach.
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Question: 2
It can be inferred that the author of the passage expects that the experience of the student mentioned as having studied Wife in the Right would have which of the following effects?
It can be inferred that the author of the passage expects that the experience of the student mentioned as having studied Wife in the Right would have which of the following effects?
Show Hint
When a passage uses a strong metaphor, like "vaccinate the student," take a moment to decode it. A vaccine protects you from a disease. Here, the "disease" is credulity (gullibility), and the "protection" is skepticism.
Updated On: Oct 4, 2025
It would lead the student to disregard information found in the Bibliotheca Britannica.
- It would teach the student to question the accuracy of certain kinds of information sources when studying neglected authors.
- It would teach the student to avoid the use of reference sources in studying neglected authors.
- It would help the student to understand the importance of first editions in establishing the authorship of plays.
- It would enhance the student's appreciation of the works of authors not included in the canon.
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The Correct Option is B
Solution and Explanation
Step 1: Understanding the Concept:
This is an inference question focused on a specific example in the passage. We need to determine the intended lesson or effect of the student's discovery of an error in a reference book.
Step 2: Key Formula or Approach:
Locate the relevant part of the passage. The last paragraph describes the student's experience and explicitly states the author's hope for the outcome: "Such experiences... serve to vaccinate the student... against credulous use of reference sources." We need to interpret what "vaccinate against credulous use" means.
Step 3: Detailed Explanation:
- "Credulous use" means believing things too easily or without proper evidence. To be "vaccinated" against this means to be protected from this tendency. In other words, the student learns to be skeptical and critical.
- Option (B) perfectly captures this idea. The experience of finding a clear error in a published reference work teaches the student to "question the accuracy" of such sources, especially when dealing with neglected authors where errors are more common.
- Option (A) is too strong. The goal is to question, not to completely "disregard" all information. Critical use is different from non-use.
- Option (C) is also too extreme. The author does not suggest avoiding reference sources, but rather using them critically.
- Option (D) is related, as a first edition was used, but the main point of the anecdote is the error in the secondary source Bibliotheca Britannica, not the importance of the primary source.
- Option (E) is a broader goal of the course, but it is not the specific lesson learned from this particular incident of finding an error.
Step 4: Final Answer:
The author expects the student's shocking discovery to instill a healthy skepticism, teaching them to question the reliability of reference materials.
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Question: 3
The author of the passage suggests that which of the following is a disadvantage of the strategy employed in the experimental scholarly methods course?
The author of the passage suggests that which of the following is a disadvantage of the strategy employed in the experimental scholarly methods course?
Show Hint
Look for concession words like "though," "although," or "while it is true that." These words often signal that the author is about to acknowledge a downside of their preferred approach or an upside of the approach they are criticizing.
Updated On: Oct 4, 2025
- Students were not given an opportunity to study women writers outside the canon.
- Students' original work would not be appreciated by recognized scholars.
- Little scholarly work has been done on the work of Elizabeth Griffith.
(D) Most of the students in the course had had little opportunity to study eighteenth-century literature.
(E) Students were not given an opportunity to encounter certain sources of information that could prove useful in their future studies.
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The Correct Option is
Solution and Explanation
Step 1: Understanding the Concept:
This question asks us to identify a disadvantage of the new, experimental course as acknowledged by the author.
Step 2: Key Formula or Approach:
The passage is structured as a comparison. The author contrasts the new course with the "conventional course." Often, in such comparisons, the author will concede a point or mention a trade-off. We need to find where the author admits a benefit of the old course that was lost in the new one.
Step 3: Detailed Explanation:
- In the second paragraph, the author describes abandoning the traditional method: "...the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources."
- This sentence explicitly states the advantage of the old system that was given up. The disadvantage of the new, focused system is therefore the loss of this broad, albeit superficial, exposure.
- Option (E) rephrases this idea perfectly. By focusing deeply on one author, "Students were not given an opportunity to encounter certain sources of information [the 'wide range'] that could prove useful in their future studies."
- (A) is incorrect; the course was specifically about a woman writer outside the canon.
- (B) is not mentioned in the passage.
- (C) is mentioned as an advantage of the new course (it provided a "clear field"), not a disadvantage.
- (D) is not mentioned or implied.
Step 4: Final Answer:
The author concedes that by abandoning the broad survey method of the traditional course, the experimental course forgoes the benefit of introducing students to a wide variety of reference sources.
This question asks us to identify a disadvantage of the new, experimental course as acknowledged by the author.
Step 2: Key Formula or Approach:
The passage is structured as a comparison. The author contrasts the new course with the "conventional course." Often, in such comparisons, the author will concede a point or mention a trade-off. We need to find where the author admits a benefit of the old course that was lost in the new one.
Step 3: Detailed Explanation:
- In the second paragraph, the author describes abandoning the traditional method: "...the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources."
- This sentence explicitly states the advantage of the old system that was given up. The disadvantage of the new, focused system is therefore the loss of this broad, albeit superficial, exposure.
- Option (E) rephrases this idea perfectly. By focusing deeply on one author, "Students were not given an opportunity to encounter certain sources of information [the 'wide range'] that could prove useful in their future studies."
- (A) is incorrect; the course was specifically about a woman writer outside the canon.
- (B) is not mentioned in the passage.
- (C) is mentioned as an advantage of the new course (it provided a "clear field"), not a disadvantage.
- (D) is not mentioned or implied.
Step 4: Final Answer:
The author concedes that by abandoning the broad survey method of the traditional course, the experimental course forgoes the benefit of introducing students to a wide variety of reference sources.
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Question: 4
Which of the following best states the "particular pedagogical purpose" mentioned in line 28?
Which of the following best states the "particular pedagogical purpose" mentioned in line 28?
Show Hint
Pay attention to the specific wording of the question. "Pedagogical purpose" means "teaching purpose." This directs you to look for the answer that focuses on what the students are meant to learn or how they are meant to develop, rather than on broader outcomes like changing the literary canon.
Updated On: Oct 4, 2025
- To assist scholars in revising the canon of authors
- To minimize the trivial aspects of the traditional scholarly methods course
- To provide students with information about Griffith's work
(D) To encourage scholarly rigor in students' own research
(E) To reestablish Griffith's reputation as an author
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The Correct Option is D
Solution and Explanation
Step 1: Understanding the Concept:
This question asks us to define the specific "pedagogical purpose" (teaching goal) for which the writer Elizabeth Griffith was chosen as the subject of the course.
Step 2: Key Formula or Approach:
We must look at the context surrounding line 28. The sentences immediately preceding line 28 define the goal of the course. The "pedagogical purpose" is the implementation of this goal.
Step 3: Detailed Explanation:
- The passage states that the experimental course was designed "to give them [students] an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work."
- This is the core teaching goal. Choosing Griffith served this purpose because her obscurity and the state of her texts created a perfect environment for students to do real, original research, make their own discoveries, and learn the scholarly process firsthand.
- Option (D), "To encourage scholarly rigor in students' own research," is a perfect summary of this goal. The "authentic experience" is one that requires rigor, and making students "take responsibility" is a way of encouraging it.
- (A) and (E) are potential outcomes or larger academic goals, but they are not the immediate pedagogical (teaching) purpose of the course, which is focused on student development.
- (B) describes a reason for creating the course, not the purpose of choosing Griffith specifically.
- (C) is too simplistic. The goal was not just to transmit information about Griffith, but to use her as a subject for students to learn research skills.
Step 4: Final Answer:
The choice of Elizabeth Griffith served the specific teaching goal of creating an environment where students could engage in genuine research, thereby fostering scholarly rigor and responsibility.
This question asks us to define the specific "pedagogical purpose" (teaching goal) for which the writer Elizabeth Griffith was chosen as the subject of the course.
Step 2: Key Formula or Approach:
We must look at the context surrounding line 28. The sentences immediately preceding line 28 define the goal of the course. The "pedagogical purpose" is the implementation of this goal.
Step 3: Detailed Explanation:
- The passage states that the experimental course was designed "to give them [students] an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work."
- This is the core teaching goal. Choosing Griffith served this purpose because her obscurity and the state of her texts created a perfect environment for students to do real, original research, make their own discoveries, and learn the scholarly process firsthand.
- Option (D), "To encourage scholarly rigor in students' own research," is a perfect summary of this goal. The "authentic experience" is one that requires rigor, and making students "take responsibility" is a way of encouraging it.
- (A) and (E) are potential outcomes or larger academic goals, but they are not the immediate pedagogical (teaching) purpose of the course, which is focused on student development.
- (B) describes a reason for creating the course, not the purpose of choosing Griffith specifically.
- (C) is too simplistic. The goal was not just to transmit information about Griffith, but to use her as a subject for students to learn research skills.
Step 4: Final Answer:
The choice of Elizabeth Griffith served the specific teaching goal of creating an environment where students could engage in genuine research, thereby fostering scholarly rigor and responsibility.
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Top Questions on Reading Comprehension
- Umberto Eco, an Italian writer, was right when he said the language of Europe is transla tion. Netflix and other deep-pocketed global firms speak it well. Just as the EU employs a small army of translators and interpreters to turn intricate laws or impassioned speeches of Romanian MEPs into the EU’s 24 official languages, so do the likes of Netflix. It now offers dubbing in 34 languages and subtitling in a few more. The economics of European productions are more appealing, too. American audiences are more willing than before to give dubbed or subtitled viewing a chance. This means shows such as ”Lupin”, a French crime caper on Netflix, can become global hits. In 2015, about 75percent of Net flix’s original content was American; now the figure is half, according to Ampere, a media analysis company. Netflix has about 100 productions under way in Europe, which is more than big public broadcasters in France or Germany. Not everything works across borders. Comedy sometimes struggles. Whodunits and bloodthirsty maelstroms between arch Ro mans and uppity tribesmen have a more universal appeal. Some do it better than others. Barbarians aside, German television is not always built for export, says one executive, being polite. A bigger problem is that national broadcasters still dominate. Streaming services, such as Netflix or Disney+, account for about a third of all viewing hours, even in markets where they are well-established. Europe is an ageing continent. The generation of teens staring at phones is outnumbered by their elders who prefer to gawp at the box. In Brussels and national capitals, the prospect of Netflix as a cultural hegemon is seen as a threat. ”Cultural sovereignty” is the watchword of European executives worried that the Americans will eat their lunch. To be fair, Netflix content sometimes seems stuck in an uncanny valley somewhere in the mid-Atlantic, with local quirks stripped out. Netflix originals tend to have fewer specific cultural references than shows produced by domestic rivals, according to Enders, a market analyst. The company used to have an imperial model of commissioning, with executives in Los Angeles cooking up ideas French people might like. Now Netflix has offices across Europe. But ultimately the big decisions rest with American executives. This makes European politicians nervous. They should not be. An irony of European integration is that it is often American companies that facilitate it. Google Translate makes European newspapers comprehensible, even if a little clunky, for the continent’s non-polyglots. American social-media companies make it easier for Europeans to talk politics across borders. (That they do not always like to hear what they say about each other is another matter.) Now Netflix and friends pump the same content into homes across a continent, making culture a cross-border endeavour, too. If Europeans are to share a currency, bail each other out in times of financial need and share vaccines in a pandemic, then they need to have something in common—even if it is just bingeing on the same series. Watching fictitious northern and southern Europeans tear each other apart 2,000 years ago beats doing so in reality
- AILET IP-JOINT MASTERS - 2025
- English
- Reading Comprehension
- Jingbthah: Pule la kane ka pasoh bad sa jubab ïa ki jingkylli harum:
"Ka dei phi pa", jubab u khun, "hynrei nga ishong khia katei ka Ruth te phi. Peit seh, ha pdeng ka shempep ha ïing ruh ka ïphuh ka khmat shik rukom. Ban da kum kiwei ki kynthei Moab te, nga kwah ban leit tyrwa kai ïalade ha ka ïing." Kumta u khun u kren, "hynrei mynta ka bym don khun, namar shi semi ka ïashong bad uto u rangbah ruh kam ka khuslem ïa ruh. To ïa ka Orpah phin kaba ïapamit ha i Khilion uymba da koit da khiah, te un leit pyrkha kumno iu kein."
"Me la nang mo khun ban pyrkhat ïa kata baroh ruh. To, ka bha ba phin haang kumta. Hynrei, ym dei kein ban leit ïapamit ïa ka briew kaba dong bad ka la kiew hoi." La long kumba thuh bi lah. Lada ka la wan poi sha ïing hi kpa jong ka pyllang, nga ruh ngan da pynshlur ïa ha ban ïatyrrwa ïa ïalade. Me dei ban da pyrkhat ruh: ka Ruth te ka la loh blei thymmai naduh ba ka la leit sha ïing ka Naomi. U dei u Jehovah, ki Jiw ki ong. Hangta men ïapher jingmut bad ka niam. Ko pa? O phi ïapleit sa ïa ka niam ruh mo! Nga dang mut shu peitshwa ïa kaba i dei, kaba i tipsnig. Lada kumta te kaba nang hap ïa pyrkhat phi." U khynraw u phai dien iohi ïa ki dang laktiew na ki ranab u Nebo.- CUET (PG) - 2025
- Khasi
- Reading Comprehension
- Jingbthah: Pule ïa kane ka pasoh bad sa jubab ïa ki jingkylli harum:
Ki snem 1941–60 ka long kum ka shrah bah kaba ngi lap tang katto katne ki symbai ba sah syllai. Don kiba ong ba ka thma bah ba ar ka long ka daw jong ka jingriewdien kynsan. Imat ka daw ba shong kongsa te ka dei ka jingpynkhlaiñ ïa ka jingysnhriah ïa ka jingsynshar ha ri India. Da bun bun snem ki nongialam jong ka ri India ki la iakhun ban pynioh jinglaitluid ïa ka ri India na ka jingsynshar ki phareng, hynrei ym don jingjapaitw ei ei. Dei ha ka por thma ba ka jingpyrkhat na ri Bilat ba India ka thma dei ban wanrah ïa ki jingkylla ha ka jingsynshar ha ri India. Dei halor kane ka jingpyrkhat ba ka sorkar Bilat ka la ithuh ïa ka Cabinet Mission. Hadien ba la tohkit bha, ka Cabinet Mission ka tyrwa ba ka ri India ka dei ban ioh ïa ka kynhun Dominion kum ka Australia, New Zealand, Canada bad kiwei kiwei ki ri. Hynrei kane ka jingtyrwa kam pynhun shuh ïa ki nong India. Pynban dei ka snem 1947 kaba pynlong ba ka sorkar phareng kan ai jinglaitluid noh ïa ri India. Kawei kaba dei ruh dei ban kynmaw ïa kane ka bynta ka long ba ka jingpynbna ha phyllaw ka jinglaitluid ka dei lyngba ka jingpyrkhat phareng, baroh ki jingiatei jaitbynriew bad ki jingiatei kyrmit jong ka bad ki nongshynshar ki Indian Native State kin wan noh.- CUET (PG) - 2025
- Khasi
- Reading Comprehension
- EL GIGANTE EGOÍSTA
Al volver del colegio, todas las tardes, tenían los niños la costumbre de ir a jugar al jardín del gigante.
Era un jardín grande y solitario, con un suave y verde césped. Brillaban hermosas flores sobre el suelo, y había doce árboles que en Primavera se cubrían con delicadas flores de un blanco rosado y que en Otoño daban jugosos frutos.
Los pájaros, posados sobre las ramas, cantaban tan deliciosamente que los niños solían interrumpir sus juegos para escucharlos.
Qué felices somos aquí, se decían unos a otros.
Un día volvió el gigante. Había ido a visitar a su amigo el ogro de Cornualles, pasando siete años en su casa. Al cabo de los siete años dijo todo lo que tenía que decir, pues su conversación era limitada, y decidió volver a su castillo.
Al llegar, vio a los niños que jugaban en el jardín. -¿Qué hacéis ahí? -Les gritó con voz desagradable.
Y los niños huyeron.
-Mi jardín es para mí solo -prosiguió el gigante, todos deben entenderlo así, y no permito que nadie que no sea yo se divierta en él. Entonces lo cercó con altas murallas y puso el siguiente cartelón:
SE PROHÍBE LA ENTRADA BAJO LAS PENAS LEGALES CORRESPONDIENTES Era un gigante egoísta.
Los pobres niños no tenían ya sitio de recreo.
Intentaron jugar en la carretera; pero la carretera estaba muy polvorienta, toda llena de agudas piedras, y no les agradaba.- CUET (PG) - 2025
- Hispanic
- Reading Comprehension
- Noticias del día
13 de octubre del 2011
Un accidente en la carretera
En los últimos cinco meses se ha producido una gran cantidad de accidentes vehiculares en las carreteras. En la mayoría de casos se debe a la negligencia del conductor del vehículo, por no respetar las señales de tránsito o quedarse dormido al volante. Sin embargo, el accidente de Víctor ocurrió por razones muy diferentes.
Víctor López conducía su coche en la carretera. Se dirigía a la casa de sus padres, que se encontraban mal de salud. Él estaba acompañado por su esposa, Juana García, y sus dos hijos. El viaje iba bien hasta que empezó a llover a las 8:00 de la tarde. Víctor tuvo que reducir la velocidad del coche para evitar un accidente. Después de que la lluvia paró, muchos animales empezaron a cruzar la pista, pero Víctor no los podía ver con claridad porque había neblina en el aire. Víctor estaba muy nervioso, ya que no quería tener un accidente y poner en riesgo a su familia o a algún animal.
A pesar de que Víctor fue muy cuidadoso al conducir, no vio que una oveja cruzó la pista en medio de la noche. Al tratar de esquivarla, chocó su vehículo contra un camión a las 11:38 de la noche. Nadie resultó herido, pero todos estaban muy asustados. Quedó claro que las autoridades necesitaban mejorar la iluminación en la carretera durante la noche.- CUET (PG) - 2025
- Hispanic
- Reading Comprehension
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