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Edutest Reading Comprehension questions

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The short answer

Edutest Reading Comprehension mixes passages with single-sentence questions on grammar and punctuation, in 30 minutes. These eight worked questions show both halves: two sentence questions, then a story and an information text.

Edutest · 24 October

Checked by the SelectiveReady team on 24 October 2026 · Updated 27 October 2026 · How we check facts

Independent. Not affiliated with Edutest or any school named here.

On this page
  1. What does Edutest Reading Comprehension test?
  2. Eight sample questions with answers
  3. How should your child read a passage?
  4. How should your child tackle the sentence questions?
  5. What mistakes cost the most marks?
  6. How is it marked, and how should your child pace it?
  7. How can your child practise Reading Comprehension at home?

What does Edutest Reading Comprehension test?

Two kinds of work in one test: reading passages, and fixing single sentences. Reading Comprehension is one of Edutest's Achievement tests, which measure actual achievement in Reading Comprehension, Mathematics and Written Expression. It is multiple choice and runs 30 minutes.

Edutest describes it as reading and interpreting passages, and correcting, completing and punctuating sentences. It's easy to picture only the passages, so the sentence half is the part to check first.

The sentence rows come straight from Edutest's description. The passage rows are how we break down "reading and interpreting passages", so each question points to a skill your child can work on.

Edutest · 24 October
Kinds of Reading Comprehension question
KindWhat your child is askedThe skill behind it
Complete a sentenceChoose the word that best fills a gapMeaning and grammar together
Correct a sentenceFind the word or mark that is wrongCareful proofreading
Punctuate a sentencePick the version punctuated correctlySpeech marks, commas, full stops
RetrievalFind a detail the passage statesGoing back to the exact lines
InferenceWork out what the passage suggestsReading clues, not guessing
Vocabulary in contextSay what a word means in its sentenceUsing the words around it
Main ideaChoose what a paragraph or passage is mostly aboutSeeing the whole, not one part
Writer's purposeSay why the writer included a detailAsking what a sentence is for

Eight sample questions with answers

Each question shows the answer and the working. Read them with your child and talk through why the right option is right. The first two are sentence questions; then come two passages, a story and an information text.

We wrote these in the style of the real test. They are not from an Edutest paper.

Worked explanation 1

Which word best completes the sentence?

Mehmet kept practising the trumpet every evening, ______ his neighbours had asked him to play more quietly.

  1. A.

    despite

  2. B.

    because

  3. C.

    although

  4. D.

    even so

Answer: C

Answer: C (although)

First work out the meaning: the neighbours asked for quiet, yet he kept practising, so you need a contrast. That rules out 'because'. Then check the grammar: the gap is followed by a full clause ('his neighbours had asked him…'). 'Despite' cannot introduce a clause like that, and 'even so' cannot join two sentences after a comma. Only 'although' gives the contrast and joins the clauses correctly. The answer is C.

The trap: A ('despite') tempts because it means almost the same as 'although'. But 'despite' must be followed by a noun or an '-ing' word ('despite his neighbours' request'), not by a full clause like 'his neighbours had asked'.

Why the other options are wrong

  • A (despite): Right meaning, wrong grammar: 'despite' cannot be followed by 'his neighbours had asked'.
  • B (because): Gives a reason, but being asked to play quietly is not a reason to keep practising.
  • D (even so): 'Even so' cannot join two sentences after a comma, and it would put the contrast the wrong way round.

Worked explanation 2

Which sentence is punctuated correctly?

  1. A.

    'Have you seen my blue drink bottle?' asked Nadia, 'I left it on the bus.'

  2. B.

    'Have you seen my blue drink bottle?' asked Nadia. 'I left it on the bus.'

  3. C.

    'Have you seen my blue drink bottle'? asked Nadia. 'I left it on the bus.'

  4. D.

    'Have you seen my blue drink bottle?', asked Nadia. 'I left it on the bus.'

Answer: B

Answer: B ('Have you seen my blue drink bottle?' asked Nadia. 'I left it on the bus.')

Nadia says two separate sentences: a question, then a statement. The question mark belongs to her words, so it goes inside the speech marks, and nothing else is needed after it: no extra comma. Because 'I left it on the bus' is a new sentence, a full stop is needed after 'asked Nadia'. Only B gets all three right. The answer is B.

The trap: A looks almost identical to B. But the comma after 'Nadia' joins two complete sentences, which is wrong. It is easy to miss because 'I' is always a capital letter, so the capital gives no clue that a new sentence has started.

Why the other options are wrong

  • A ('Have you seen my blue drink bottle?' asked Nadia, 'I left it on the bus.'): A comma after 'Nadia' runs two complete sentences together; a full stop is needed.
  • C ('Have you seen my blue drink bottle'? asked Nadia. 'I left it on the bus.'): The question mark belongs to Nadia's words, so it goes inside the speech marks.
  • D ('Have you seen my blue drink bottle?', asked Nadia. 'I left it on the bus.'): A question mark already does the job of a comma; adding a comma after it is wrong.

The Wobble

The Wobble

The clay looked harmless when Mr Adeyemi thumped it onto the middle of Talia's wheel. It was a grey lump the size of a grapefruit, and it sat there as if it had nowhere else to be.

'First you centre it,' he said. 'Until it's centred, nothing else works.'

Talia pressed her foot on the pedal and the wheel began to spin. She cupped her wet hands around the clay. At once it bucked against her palms like something alive, lurching left, then right, then left again. She squeezed harder. The lump wobbled more wildly, and a fat slice tore away and slapped onto her apron.

At the next wheel, a boy called Ezra had already pulled up a neat little wall of clay. He did not look over, which Talia decided was the kindest thing anyone had done all morning.

Mr Adeyemi crouched beside her. 'You're fighting it,' he said. 'Lock your elbows against your knees. Keep your hands still and let the wheel bring the clay to you.'

It sounded like nonsense. Still, she braced her elbows, held her hands steady and stopped squeezing. For a long minute nothing changed. Then, slowly, the bumps under her palms began to smooth out, until the clay spun so evenly that it seemed not to be moving at all. Only the wet shine sliding past her fingers gave it away.

'There,' said Mr Adeyemi quietly. 'Now you're potting.'

By the end of the class, Talia had made one bowl. It leant to one side, and its rim rose and dipped like a range of hills. When Mr Adeyemi asked whether she wanted to squash it and start again next week, she shook her head.

'I'm keeping it,' she said. 'It's the first thing I've made that I didn't have to wrestle.'

Worked explanation 3

What happened when Talia squeezed the clay harder?

  1. A.

    It wobbled more wildly and a piece tore off.

  2. B.

    It slowly smoothed out and spun evenly.

  3. C.

    It stopped spinning and stuck to her hands.

  4. D.

    It rose up into a neat little wall.

Answer: A

Answer: A (It wobbled more wildly and a piece tore off.)

Find the sentence 'She squeezed harder.' The very next sentence says the lump 'wobbled more wildly, and a fat slice tore away'. The answer is A.

The trap: B is what happens later, after she stops squeezing. Children who remember the happy result but not the order of events pick it.

Why the other options are wrong

  • B (It slowly smoothed out and spun evenly.): This happens only after she holds her hands still and stops squeezing.
  • C (It stopped spinning and stuck to her hands.): The wheel never stops; nothing says the clay stuck to her hands.
  • D (It rose up into a neat little wall.): The neat wall is Ezra's pot at the next wheel, not Talia's clay.

Worked explanation 4

Why does Talia think it is kind that Ezra 'did not look over'?

  1. A.

    She wants Ezra to keep his mind on his own pot.

  2. B.

    She thinks Ezra is being unfriendly on purpose.

  3. C.

    She hopes Ezra will soon come over to help her.

  4. D.

    She is struggling and is glad no one is watching.

Answer: D

Answer: D (She is struggling and is glad no one is watching.)

Just before this, her clay is lurching about and a slice has slapped onto her apron, while Ezra's pot is already neat. Anyone would feel embarrassed. Ezra not watching spares her that, which is why she calls it kind. The answer is D.

The trap: A sounds polite and sensible, but the passage gives no sign that Talia is thinking about Ezra's work. The kindness she means is to her.

Why the other options are wrong

  • A (She wants Ezra to keep his mind on his own pot.): Nothing shows she is worried about Ezra's concentration; the kindness is to her.
  • B (She thinks Ezra is being unfriendly on purpose.): She calls it 'the kindest thing', so she does not see it as unfriendly.
  • C (She hopes Ezra will soon come over to help her.): She is glad he stays away, which is the opposite of hoping he comes over.

Worked explanation 5

'Only the wet shine sliding past her fingers gave it away.' In this sentence, 'gave it away' means

  1. A.

    made the clay slip out of her hands

  2. B.

    showed that the clay was really spinning

  3. C.

    told Mr Adeyemi that she had made a mistake

  4. D.

    handed the finished clay back to her teacher

Answer: B

Answer: B (showed that the clay was really spinning)

The sentence before says the clay spun so evenly 'that it seemed not to be moving at all'. The shine sliding past her fingers is the one sign that it was moving. Here 'gave it away' means revealed a hidden truth. The answer is B.

The trap: D uses the everyday meaning of 'give away' (hand something over). In this sentence nothing is handed to anyone; the phrase means 'revealed'.

Why the other options are wrong

  • A (made the clay slip out of her hands): The clay stays under her steady hands; nothing slips away.
  • C (told Mr Adeyemi that she had made a mistake): At this point she is succeeding, not making a mistake.
  • D (handed the finished clay back to her teacher): The literal meaning of 'give away'; no clay is handed over here.

Worked explanation 6

Which sentence best states the main idea of the passage?

  1. A.

    Working beside a skilled student helps a beginner learn faster.

  2. B.

    A first piece of pottery is only worth keeping if it is even.

  3. C.

    A beginner succeeds by working with the material, not against it.

  4. D.

    A patient teacher can make any task seem simple to a student.

Answer: C

Answer: C (A beginner succeeds by working with the material, not against it.)

Talia fails while she is 'fighting' the clay and succeeds once she holds steady and lets the wheel do the work. Her last line, about the first thing she 'didn't have to wrestle', sums this up. The whole story turns on that change. The answer is C.

The trap: D tempts because Mr Adeyemi's advice is the turning point. But the task never seems simple (his advice 'sounded like nonsense'), and the story is about Talia's change, not about teachers in general.

Why the other options are wrong

  • A (Working beside a skilled student helps a beginner learn faster.): Talia never copies Ezra; she learns from changing how she works.
  • B (A first piece of pottery is only worth keeping if it is even.): She keeps a lopsided bowl, so the story says the opposite.
  • D (A patient teacher can make any task seem simple to a student.): The advice seemed like nonsense and the task stayed hard; too general.

Two Living Things in One

Two Living Things in One

Look closely at an old stone wall, a fence post or the bark of a tree, and you may see crusty patches of grey, green, yellow or orange. They look like dried paint, or perhaps a kind of moss. In fact they are lichens, and each one is not a single living thing but two.

A lichen is a partnership between a fungus and a tiny green organism that can make its own food from sunlight, usually an alga. The fungus builds the body of the lichen. It grips the surface, soaks up rain and dew, and shields its partner from drying winds. The alga, tucked inside, uses sunlight to make sugars, and it shares them with the fungus. Neither partner could survive on bare rock alone, but together they can live in places where almost nothing else grows, from mountain tops to cold, windy cliffs.

This toughness comes at a price: lichens grow extremely slowly. Many kinds spread by only a millimetre or two each year, so a patch as wide as a dinner plate may be about a hundred years old.

Lichens have another unusual habit. Because they have no roots, they take in water, and everything dissolved in it, straight from the air and rain. When the air is dirty, they soak up that too, and many kinds sicken and disappear. Scientists therefore count lichens to check the quality of the air. A city park whose trees are covered in leafy, shrubby lichens is likely to have cleaner air than one where the bark is bare or carries only a thin grey crust.

So the next time you pass a speckled wall, look again. That "dried paint" may be one of the oldest and most watchful living things in your street.

Worked explanation 7

In the last paragraph, the writer calls lichens 'watchful'. This is mainly because lichens

  1. A.

    change in ways that show how clean the air is

  2. B.

    grip surfaces too tightly to be scraped away

  3. C.

    grow so slowly that they seem to be waiting

  4. D.

    may have lived in the same spot for a century

Answer: A

Answer: A (change in ways that show how clean the air is)

Something watchful keeps an eye on what is happening and could warn you. The fourth paragraph explains that lichens soak up dirt from the air and sicken, so scientists count them to check air quality. They act like quiet guards on the air. The answer is A.

The trap: D is true according to the passage, and it sits in the same sentence ('oldest'). But being old explains 'oldest', not 'watchful'. Children who match the nearest fact pick it.

Why the other options are wrong

  • B (grip surfaces too tightly to be scraped away): Gripping is the fungus's job, but it has nothing to do with watching.
  • C (grow so slowly that they seem to be waiting): Slow growth is explained elsewhere; waiting is not the same as watching.
  • D (may have lived in the same spot for a century): True, but it explains the word 'oldest', not 'watchful'.

Worked explanation 8

Why does the writer mention that a lichen patch as wide as a dinner plate may be about a hundred years old?

  1. A.

    To warn readers not to scrape lichens off walls

  2. B.

    To explain how lichens make and share their food

  3. C.

    To show that lichens are larger than they look

  4. D.

    To show just how slowly lichens grow

Answer: D

Answer: D (To show just how slowly lichens grow)

The paragraph opens by saying lichens 'grow extremely slowly', then gives a millimetre or two a year. The dinner plate is a picture that makes this real: even a patch that small has taken about a century. The answer is D.

The trap: A tempts children who feel that something so old should be protected. That may be a fair thought, but the writer never gives that warning.

Why the other options are wrong

  • A (To warn readers not to scrape lichens off walls): A reasonable thought, but the passage never warns readers about anything.
  • B (To explain how lichens make and share their food): Food is explained in the second paragraph, not in the sentence about age.
  • C (To show that lichens are larger than they look): A dinner plate is small; the point is age, not size.

How should your child read a passage?

With a steady routine, not speed. The answer is nearly always in the lines, so the habit to build is going back to them.

  1. Read the whole passage once

    Get the gist and the order of events. Don't stop on every hard word yet.

  2. Work out what the question wants

    A stated detail, a hint, a word's meaning or the whole passage? Each needs a different kind of looking.

  3. Go back to the exact lines

    Read the sentence the question points to and the sentences either side. The proof is in the text, not in memory.

  4. Cross out options for a reason

    Wrong part, wrong order, too wide, or never stated. Name the reason before ruling an option out.

In the pottery story, the question about squeezing the clay harder is answered in the very next sentence. The tempting option is what happens later, once Talia stops squeezing. Going back to the lines is what tells them apart.

How should your child tackle the sentence questions?

One rule at a time. Sentence questions stand alone, with no passage: your child finishes, fixes or punctuates one sentence. Keen readers who rarely proofread can find them harder than the passages, but the rules behind them are few.

Completing a sentence. Decide the meaning first, then the grammar. Does the gap give a reason, show a contrast or show time?

Then look at what follows: "although" can take a whole clause, while "despite" needs a noun or an -ing word.

Punctuating a sentence. Check one rule across every option: is the question mark inside the speech marks, and does a new sentence need a full stop before it? Each rule usually knocks out an option.

Correcting a sentence. Read it slowly, as it would sound aloud. Errors hide in verbs that don't agree with their subject, tenses that change halfway, and sound-alike words such as "their" and "there".

What mistakes cost the most marks?

Trap options are built to look right. Name the trap behind each wrong option, then watch for it in the next passage.

  • Answering from memory. A trap option often describes something that does happen in the passage, just at a different point.
  • Choosing a true detail that answers a different question. In the lichen passage, one option is true but explains another word in the same sentence.
  • Picking a main idea that covers one part. The right main idea fits the whole passage.
  • Using a word's everyday meaning. In a passage, the sentence around a phrase decides what it means.
  • Right meaning, wrong grammar. In sentence questions, an option can say the right thing and still not fit.

How is it marked, and how should your child pace it?

Steadily, with an answer for every question. The test is meant to stretch strong readers: Edutest says most students get only half the questions right, and many students will not finish every question.

Edutest also says there are no marks lost for wrong or blank answers, so a quick best guess beats a blank. Results are compared with thousands of students in the same year level across Australia, so what matters is how your child reads compared with others in the same year.

On the day, your child will shade bubbles on a paper answer sheet. Moving between passage, question and sheet takes practice; checking that the question matches the row stops one skipped bubble shifting every answer after it.

Edutest · 24 October

How can your child practise Reading Comprehension at home?

Wide reading is the base, then talk about it. After a chapter, ask something answered in the text and something worked out from clues, and ask how they know.

For the sentence half, use your child's own writing: find a punctuation mark to fix, or a joining word that could be sharper.

Each passage skill has its own page with worked questions on a fresh passage: retrieval, inference, main idea and vocabulary in context.

Practice test 1 has a full Reading Comprehension section on Edutest's time. Afterwards you'll see results by skill, so you know whether passages or sentences cost more marks. The other tests have sample pages too: Verbal Reasoning, Numerical Reasoning, Mathematics and Written Expression.

See where your child stands

Practice test 1 marks every answer and shows results by skill: what your child already does well and the three skills to work on next.

Sample: Edutest Scholarship in SelectiveReady, results by skill after a practice testSample

Practise for the real test

Practice test 1 is free. Then packs from A$109 for 12 months, or A$9 a week, per exam.

Sources and checks

  1. Edutest: scholarship and entrance testingEdutest · Facts checked 24 October 2026
  2. Edutest: important informationEdutest · Facts checked 24 October 2026
  3. SelectiveReadySelectiveReady · Facts checked 2 November 2026

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