HESI A2 Reading Comprehension Practice Test

This is a sample of the HESI A2 Reading Comprehension Practice Test with 10 practice questions. Visit our website to take more. All Free!

You are required to pass the Hesi A2 test or a different nursing school entrance exam to be admitted to a nursing school program. Hesi A2 reading comprehension is one section of the Hesi A2 exam. This test includes 47 questions that test your comprehension of short passages of reading and sentences, including your ability to identify main ideas, word meanings, context, and logical inferences.

Below is a sample of the HESI A2 Reading Comprehension Practice Test with 10 practice questions. Answer the questions and then scroll down to check the answers and explanations. You can access our website and app to learn and practice more HESI A2 reading comprehension practice questions. For more questions for other HESI sections, visit our free HESI practice test website now!

HESI A2 Reading Comprehension Practice Test Questions

Paragraph: Lyme disease is caused by ticks. More specifically, Lyme disease is caused by Borrelia bacteria, which are carried by ticks. When ticks infected with this bacteria bite humans, the bacteria can be transmitted into the bloodstream, causing an illness known as Lyme disease.

The symptoms of Lyme disease include fever, headache, fatigue, and joint and muscle pain. One of the most noticeable signs is a rash that looks like a series of red rings radiating out from the bite. This usually appears a week after the tick bite. However, not everyone with Lyme disease gets this rash.

The good news is that Lyme disease can be treated with antibiotics. Most people recover quickly and fully. However, if Lyme disease is not treated properly, patients can suffer from debilitating symptoms weeks, months, and even years after the bite. This condition is known as post-treatment Lyme disease (PTLD) or chronic Lyme disease (CLD).

To protect yourself from Lyme disease, always cover your skin with clothing or insect repellent when hiking or camping. If you get bitten by a tick, remove the tick right away; most cases of Lyme disease require the tick to be attached for 36 to 48 hours. If red rings appear, see a doctor right away. Lyme disease can be harmful, but it is preventable and treatable with early intervention.

1. Why would the author include the detail “most cases of Lyme disease require the tick to be attached for 36 to 48 hours” in paragraph 4?

A. To contradict the argument regarding the severity of Lyme disease

B. To inform the reader regarding the cause of Lyme disease

C. To offer an example of quick recovery from the disease

D. To support the reasoning behind immediate tick removal

Paragraph: Smallpox is one of the most deadly and dangerous diseases affecting the human population across the world. The first recorded epidemic was in 1350 BC during the Egyptian-Hittite war, and it was quite prevalent in the late 1800s through a large part of the 1900s. Approximately five hundred million people were infected with the disease prior to its eradication in the 1970s, with the last case being in Somalia in 1977. Symptoms of infection included excessive bleeding, high fever, delirium, vomiting, and a raised pink rash. Most cases of smallpox ended in death and survivors were often seriously maimed by pockmarks, blindness, or infertility. The pain and suffering remained for a lifetime after the disease was gone.

There is no known cure for smallpox, only preventative vaccinations. Because smallpox was wiped out in the 1970′s, the World Health Organization (W.H.O.) recommended that all countries stop vaccinating for the disease in 1980. This means that today, most young people are not vaccinated against the disease. Because the disease is considered eradicated, the issue of what to do with the remaining government-held vaccines has been an issue of debate. Should the stored vaccines be destroyed since the disease is no longer a concern, or do we keep them in storage for research or in case of an unexpected outbreak? Experts at the Center for Disease Control (C.D.C.) and the World Health Organization have spent an enormous amount of time researching this issue and have given much-educated thought to the matter. Reportedly the W.H.O. wants to destroy all vaccines, however, some scientists feel the destruction could do more harm than good.

The issue of bioterrorism adds another layer of complexity to the issue. In the case of smallpox, just a small amount of the virus released in the air could infect thousands of people in 6-24 hours. If such a disease were used as a weapon, we would obviously want the vaccine available for use. However, the fact that the vaccine still exists allows the use of smallpox for bioterrorism in the first place. If we could be sure all of the vaccines were destroyed, the decision may be a bit easier, But what if the vaccine were only partially destroyed, and the remainder was used by an unfriendly nation?

In this world of global unrest and increasing technology, bioterrorism will come an increasing concern. The smallpox virus could be a serious threat to world health should any nation engage in the act of bioterrorism against an enemy. The question remains: do we run the risk of bioterrorism by continuing to store the medicine for several hundred smallpox vaccinations or do we destroy the vaccine and pray that there is no outbreak of the deadly virus? Because it is unknown at this time if researchers are able to re-create the vaccine, either solution may have permanent consequences.

2. Which of these statements can be inferred from the second paragraph of the accompanying article on smallpox?

A. Smallpox is a very deadly disease.

B. Smallpox is one of the oldest known diseases, dating back to ancient Egypt.

C. The W.H.O. and the C.D.C disagree about how to handle the remaining vaccines.

D. There is no dispute as to how the remaining vaccines should be handled.

Paragraph: In 1841 a young man addressed an anti-slavery meeting in Massachusetts. He talked about what it was like to be separated from one’s family as a child. He talked about being beaten and overworked. He talked about learning how to read and write in secret. He talked about what it was like to be a slave. Perhaps one of the reasons the listeners were so impressed with the speaker was because he had been a slave himself.

Frederick Douglass was born into slavery in 1818 in Maryland. His last name was Bailey, the name of his mother. First, he was separated from his mother, then his grandmother. He eventually was sent to work for a family named Auld. Sophia Auld taught Frederick how to read and write. By the time her husband stopped her, Frederick had learned enough to progress on his own. Later, Frederick worked for a man named Covey, who often beat him. One night Frederick resisted the beating and the two men fought for two hours. This was a dangerous thing for a slave to do, but Covey finally gave up. Frederick has never beaten again.

In 1836, Frederick and other slaves tried to escape. Someone betrayed them and the attempt failed. Shortly after that, Frederick met Anna Murray, a free black woman, and the two fell in love. In 1838, Frederick planned another escape, and this time he successfully reached New York City. He and Anna were married shortly thereafter. Frederick decided to change his last name to symbolize his new freedom. He took the name Douglass from a character in a book a friend of his was reading at the time.

Frederick Douglass’s presence was a tremendous boost to the anti-slavery movement. Anyone who had doubts about the morality or violence of slavery had only to listen to the articulate former slave describe his former life. After President Lincoln issued the Emancipation Proclamation in 1863, Douglass helped recruit black soldiers to fight for the Union in the Civil War. He died in 1895 after a long, full life.

3. What happened first?

A. Douglass addressed an anti-slavery meeting.

B. Douglass escaped from slavery.

C. Douglass resisted the beating of a man named Covey.

D. Douglass took a new name.

Paragraph: Smallpox is one of the most deadly and dangerous diseases affecting the human population across the world. The first recorded epidemic was in 1350 BC during the Egyptian-Hittite war, and it was quite prevalent in the late 1800s through a large part of the 1900s. Approximately five hundred million people were infected with the disease prior to its eradication in the 1970s, with the last case being in Somalia in 1977. Symptoms of infection included excessive bleeding, high fever, delirium, vomiting, and a raised pink rash. Most cases of smallpox ended in death and survivors were often seriously maimed by pockmarks, blindness, or infertility. The pain and suffering remained for a lifetime after the disease was gone.

There is no known cure for smallpox, only preventative vaccinations. Because smallpox was wiped out in the 1970′s, the World Health Organization (W.H.O.) recommended that all countries stop vaccinating for the disease in 1980. This means that today, most young people are not vaccinated against the disease. Because the disease is considered eradicated, the issue of what to do with the remaining government-held vaccines has been an issue of debate. Should the stored vaccines be destroyed since the disease is no longer a concern, or do we keep them in storage for research or in case of an unexpected outbreak? Experts at the Center for Disease Control (C.D.C.) and the World Health Organization have spent an enormous amount of time researching this issue and have given much-educated thought to the matter. Reportedly the W.H.O. wants to destroy all vaccines, however, some scientists feel the destruction could do more harm than good.

The issue of bioterrorism adds another layer of complexity to the issue. In the case of smallpox, just a small amount of the virus released in the air could infect thousands of people in 6-24 hours. If such a disease were used as a weapon, we would obviously want the vaccine available for use. However, the fact that the vaccine still exists allows the use of smallpox for bioterrorism in the first place. If we could be sure all of the vaccines were destroyed, the decision may be a bit easier, But what if the vaccine were only partially destroyed, and the remainder was used by an unfriendly nation?

In this world of global unrest and increasing technology, bioterrorism will come an increasing concern. The smallpox virus could be a serious threat to world health should any nation engage in the act of bioterrorism against an enemy. The question remains: do we run the risk of bioterrorism by continuing to store the medicine for several hundred smallpox vaccinations or do we destroy the vaccine and pray that there is no outbreak of the deadly virus? Because it is unknown at this time if researchers are able to re-create the vaccine, either solution may have permanent consequences.

4. What is the primary purpose of the accompanying article on smallpox?

A. to examine the World Health Organization’s view on smallpox

B. to examine the cause and cure for smallpox

C. to examine the issue of what to do with the remaining smallpox vaccines

D. to examine why smallpox is no longer relevant

Paragraph: The Science of Taste

Have you ever looked at your tongue in a mirror? If so, you have probably noticed that it is bumpy. The bumps on your tongue are called papillae. Each one of the papillae contains hundreds of taste buds. You also have taste buds on the roof of your mouth and on your epiglottis, which is located at the top of your throat. The taste buds send messages to your brain that tell you about its basic flavor—that is, whether you are eating something salty, sweet, bitter, sour, or umami. Umami is hard to describe, but it is most often called a “meaty” or “savory” flavor. Foods with an umami flavor include meat broth, cheese, and soy sauce.

Your mouth and tongue also have receptors that send information about things besides the basic flavors of food. Your mouth has temperature receptor cells that can tell whether a food is piping hot or ice cold. Other receptors give information about the texture of food or how spicy it is.

But just being able to tell whether what you are eating is sour, cold, crunchy, or spicy is not truly tasting the food. For example, orange soda and root beer are both sweet, cold, and bubbly, but they do not taste the same. In order to get the full flavor of your food, you also need to use your sense of smell. The upper part of your nose contains special cells called olfactory receptors. They send messages about what things smell like to your brain. As you chew your food, chemicals quickly travel to the olfactory receptors in your nose. When your brain gets information from both the olfactory receptors and the taste buds, you experience the full flavor of what you are eating.

5. According to the passage, what are taste buds responsible for?

A. Giving information about the texture of food

B. Sending messages to the brain regarding the flavor of food

C. Transmitting information about the smell of food

D. Understanding whether or not something is spicy

Paragraph: A favorite author for over 100 years, Theodor Seuss Geisel was born on March 2, 1902. Today, we celebrate the birthday of the famous “Dr. Seuss” by hosting Read Across America events throughout the month of March. Schoolchildren around the country celebrate the “Doctor’s” birthday by making hats, giving presentations, and holding read-aloud circles featuring some of Dr. Seuss’s most famous books.

But who was Dr. Seuss? Did he go to medical school? Where was his office? You may be surprised to know that Theodor Seuss Geisel was not a medical doctor at all. He took on the nickname Dr. Seuss when he became a noted children’s book author. He earned the nickname because people said his books were “as good as medicine”. All these years later, his nickname has lasted and he is known as Dr. Seuss all across the world.

Think back to when you were a young child. Did you ever want to try “green eggs and ham.”? Did you try to “Hop on Pop”? Do you remember learning about the environment from a creature called The Lorax? Of course, you must recall one of Seuss’ most famous characters; that green Grinch who stole Christmas. These stories were all written by Dr. Seuss and featured his signature rhyming words and letters. They also featured made-up words in order to enhance his rhyme scheme and even though many of his characters were made up, they sure seem real to us today.

And what of his “signature” book, The Cat in the Hat? You must remember that cat and Thing One and Thing Two from your childhood. Did you know that in the early 1950s there was a growing concern in America that children were not becoming avid readers? This was, book publishers thought because children found books dull and uninteresting. An intelligent publisher sent Dr. Seuss a book of words that he thought all children should learn as young readers. Dr. Seuss wrote his famous story The Cat in the Hat, using those words. We can see, over the decades, just how much influence his writing has had on very young children. That is why we celebrate this doctor’s birthday each March.

6. Why is the publisher in the last paragraph referred to as “intelligent?”

A. The publisher knew Dr. Seuss would be able to create a book that sold well.

B. The publisher knew how to read.

C. The publisher knew kids did not like to read.

D. The publisher knew that Dr. Seuss would be able to write a book that would get young children interested in reading.

Paragraph: On a bad day, have you ever been irritable? Have you ever used a harsh tone or even been verbally disrespectful to your parents or teachers? Everyone has a short temper from time to time, but current statistics indicate that between 16% and 20% of a school population suffer from a psychological condition known as Oppositional Defiance Disorder, or ODD.

ODD symptoms include difficulty complying with adult requests, excessive arguments with adults, temper tantrums, difficulty accepting responsibility for actions, low frustration tolerance, and behaviors intended to annoy or upset adults. Parents of children with ODD can often feel as though their whole relationship is based on conflict after conflict.

Unfortunately, ODD can be caused by a number of factors. Some students affected by ODD suffer abuse, neglect, and severe or unpredictable discipline at home. Others have parents with mood disorders or have experienced family violence. Various types of therapy are helpful in treating ODD, and some drugs can treat particular symptoms. However, no single cure exists.

The best advice from professionals is directed toward parents. Therapists encourage parents to avoid situations that usually end in power struggles, to try not to feed into oppositional behavior by reacting emotionally, to praise positive behaviors, and to discourage negative behaviors with timeouts instead of harsh discipline.

7. As used in this passage, the phrase feeds into most nearly means:

A. Abuse

B. Discourage

C. Encourage

D. Ignore

Paragraph: Lyme disease is caused by ticks. More specifically, Lyme disease is caused by Borrelia bacteria, which are carried by ticks. When ticks infected with this bacteria bite humans, the bacteria can be transmitted into the bloodstream, causing an illness known as Lyme disease.

The symptoms of Lyme disease include fever, headache, fatigue, and joint and muscle pain. One of the most noticeable signs is a rash that looks like a series of red rings radiating out from the bite. This usually appears a week after the tick bite. However, not everyone with Lyme disease gets this rash.

The good news is that Lyme disease can be treated with antibiotics. Most people recover quickly and fully. However, if Lyme disease is not treated properly, patients can suffer from debilitating symptoms weeks, months, and even years after the bite. This condition is known as post-treatment Lyme disease (PTLD) or chronic Lyme disease (CLD).

To protect yourself from Lyme disease, always cover your skin with clothing or insect repellent when hiking or camping. If you get bitten by a tick, remove the tick right away; most cases of Lyme disease require the tick to be attached for 36 to 48 hours. If red rings appear, see a doctor right away. 

8. What is the main idea of the passage?

A. Lyme disease can be harmful, but it is preventable and treatable with early intervention.

B. Lyme disease can be life-threatening if not treated properly in the early stages.

C. Lyme disease is characterized by its symptoms, including a distinct rash and fever.

D. Lyme disease produces various symptoms, but it is preventable and can be treated in its early stages.

Paragraph: First, be sure to keep the broken ends quiet. Keep the adjacent joints still. Should these joints bend, the muscles will act against the fractured bone and cause motion. Give the victim first aid for shock. Apply a sterile dressing to the fracture if it is compound. Do not try to push back a protruding bone. When you are splinting the fractured area, the end will slip back when the limb is straightened. An ice bag should be used with all fractures, sprains, and dislocations. A simple method of preventing the movement of the fragments is to place the limb on pillows. Splints may also be used to keep the limb from moving. Breaks of the ribs or skull bone need no splints as they are held fast by other bones and tissue.

9. A break that needs no splint is one in the…

A. Arm.

B. Foot.

C. Leg.

D. Ribs.

Paragraph: Alfalfa thrives on land which contains lime, and gives poor results when this ingredient is deficient. The explanation is simple: there is a community of interest between the very low microscopic animal life, known as bacteria, and plant life, generally. In every ounce of soil, there are millions of these living germs which have their allotted work to do, and they thrive best in soils containing lime. If one digs up a root of alfalfa (it need not be an old plant, the youngest plant will show the same peculiarity), and care is taken in exposing the root (perhaps the best method is the washing away of the surrounding earth by water), some small nodules attached to the fine, hair-like roots are easily distinguished with the naked eye. These nodules are the home of a teeming, microscopic, industrious population, who perform their allotted work with the silent, persistent energy so often displayed in nature.

10. Which of the following is an accurate paraphrasing of the underlined phrase?

A. Bacteria and alfalfa plants have a symbiotic relationship.

B. Bacteria in alfalfa is worth studying.

C. Many people are intrigued by the relationship between bacteria and plant life.

D. The gardening community is very invested in the bacteria found in alfalfa.

Answers and Explanations

1. D

To support the reasoning behind immediate tick removal

In paragraph 4, the author states that removing a tick as soon as possible is a protective measure against Lyme disease. Therefore, the author includes the detail “most cases of Lyme disease require the tick to be attached for 36 to 48 hours” in order to support the reasoning behind immediate tick removal.

To inform the reader regarding the cause of Lyme disease is incorrect. Although Lyme disease is caused by ticks, the detail does not offer support to the cause of Lyme disease. Therefore, To inform the reader regarding the cause of Lyme disease is incorrect.

The supporting detail “most cases of Lyme disease require the tick to be attached for 36 to 48 hours” does not contradict or mention the severity of Lyme disease. To offer an example of quick recovery from the disease is incorrect. The detail does not have a direct correlation between recovery time, nor does it relate to the rate at which one recovers.

2. C

The last line of the second paragraph states, “Reportedly the W.H.O. wants to destroy all vaccines, however, some scientists at the C.D.C. feel the destruction could do more harm than good.” While smallpox is both an old and deadly disease, these factors are not mentioned in the second paragraph of the article.

3. C

Douglass’ resisting Covey’s beating is described in the third paragraph. The next (fourth) paragraph describes his escape from slavery and then taking a new name to symbolize his new freedom in 1838. The introduction describes his addressing an anti-slavery meeting in 1841. The ensuing paragraphs flashback to a brief biography.

4. C

The issue of what to do with the remaining smallpox vaccines is brought up several times in the article. In the second paragraph, it states, “Because the disease is considered eradicated, the issue of what to do with the remaining government-held vaccines has been an issue of debate.” In the conclusion, the article again mentions, “The question remains: do we run the risk of bioterrorism by continuing to store several hundred smallpox vaccinations or do we destroy the vaccine and pray that there is no outbreak of the deadly virus?” The other options are either not mentioned or are untrue.

5. B

Sending messages to the brain regarding the flavor of food.

In paragraph 1, the passage states that taste buds send messages to the brain regarding the basic flavors of food.

Giving information about the texture of food is incorrect. Receptors, not taste buds, are responsible for giving information regarding texture, as noted in paragraph 2.

Transmitting information about the smell of food is incorrect. Receptors, not taste buds, are responsible for giving information regarding the smell of food, as noted in paragraph 2.

Understanding whether or not something is spicy is incorrect. The spiciness and overall flavor of food are conveyed through receptors, as noted in paragraph 2.

6. D

Choice The publisher knew how to read is incorrect because we can assume that all book publishers must know how to read. Choice The publisher knew kids did not like to read is incorrect because it says in the article that more than one publisher was concerned about whether children liked to read. The last choice is incorrect because there is no mention in the article about how well The Cat in the Hat sold when it was first published.

7. C

Feed into in this sentence means to encourage oppositional behavior.

8. D

If caught in the early stages, Lyme disease is an easily treatable illness. The statement Lyme disease produces various symptoms, but it is preventable and can be treated in its early stages includes main points from the text regarding its symptoms, prevention, and treatment.

While the statement If caught in the early stages, Lyme disease is an easily treatable illness is true and included in the text, it is a supporting detail and not the main idea.

The statement Lyme disease is characterized by its symptoms, including a distinct rash and fever describes a supporting detail regarding the symptoms of the disease.

The statement Lyme disease can be life-threatening if not treated properly in the early stages is incorrect because the text does not describe the disease as life-threatening.

9. D

Of the choices offered, only rib fractures are identified in the article as needing no splints. Skull fractures, not a choice here, are also identified as not needing splinting. Fractures that should be splinted include breaks of an arm, foot, leg

10. A

This question asks you to choose the sentence that has the closest meaning to the underlined phrase. Paraphrase the underlined portion in your own words, and then select the answer choice that best fits. “A community of interest” indicates that bacteria and alfalfa plants work together. This type of relationship can be described as symbiotic.

 

HESI A2 Reading Comprehension Study Guide

If you are struggling to prepare for your HESI A2 Reading Comprehension Test, then this is the article for you. Check it out now!

If you are struggling to prepare for your HESI A2 Reading Comprehension Test, then this is the article for you! We have compiled a list of study aids that will help get you ready. These reading comprehension questions go in-depth and focus on specific topics so that if one question stumps you, it won’t matter because there are many more chances to succeed.

As you know, Reading Comprehension is part of the HESI A2 because reading skills are essential to success as a nurse. If you’re planning to attend nursing school, you should be aware that you’re going to be doing quite a lot of reading. To improve your ability and get familiar with the test format, take our free HESI practice test 2021 now!

HESI A2 Reading Comprehension

What’s on the HESI A2 Reading Comprehension Section?

You’ll have 55 multiple-choice questions in this section, and a recommended time limit of 60 minutes, although each school is free to set its own time limit. Reading scenarios that are health-related. Reading Comprehension test focused on the details below: 

Finding the Main Idea

The main idea is what the text is about and what the author wants you, the reader, to know. If someone were to ask you, “What was that book or article about?” they are asking you about the main idea. When you can tell them succinctly what it is about, you have a grasp on the main idea.

The purpose of the main idea is twofold. First, it lets the reader know what the text is about so that the reader can decide whether or not to continue reading. Secondly, its purpose is to engage the reader quickly. It serves to capture and take hold of the reader within the first minute or two of picking up the text.

How can you identify the main idea? The main idea is usually (but not always) within the first two to three sentences. Often, the main idea is the same as the topic sentence. And even other times, the title is the main idea. After the first paragraph of a text, a reader should be able to identify what the topic and main idea are and what the text is seeking to do. Some questions you can ask yourself after the first paragraph include:

  • Does this book/article/text tell me who, what, where, or how about something?
  • Does this piece’s title tell me what I am reading?
  • What is the point of this text?

Main idea and supporting details

The text you are reading will have additional details that help support or lend credence to the main idea. As you are reading, it is important to stop periodically and measure whether these supporting details help illustrate the main idea and how they relate to each other.

Rereading and reviewing

Sometimes it is necessary to read the text again to decipher the main idea and the supporting details. Read each paragraph carefully and consider why the author is sharing this information

Supporting Details

Supporting details exist to support the main idea. In a paragraph format, these details come after the topic sentence – the first sentence in a paragraph, usually – and before the final sentence. Supporting details serve as pillars to “hold up” the main idea of a passage or paragraph, and could also be identified as proof or evidence of an idea.

Author’s Tone & Purpose

In the HESI A2 Reading Comprehension section, you may meet the questions asking about the author’s tone and purpose.

What is the author’s tone? The author’s tone is the way the author speaks through her/his words. The author’s tone includes the words that he/she uses to describe people, situations, and events. The tone gives the reader clues about how the author thinks or feels about particular subjects and people. We get a sense of the author’s attitude.

What’s its purpose? Part of the purpose of tone is to create the mood of the piece. Mostly, however, the tone of the text gives the reader insight into why the author is writing in the first place, especially in non-fiction writing. The reader can infer the author’s purpose by identifying the tone.

The author’s tone is important because, along with clueing the reader into the purpose of the text, it allows the reader to engage in a deeper way by identifying whether the text is fact or opinion, an expository or persuasive piece, etc. Evaluating the tone also requires the reader to check his or her own biases and prejudices in relation to the topic. Do you find yourself sympathizing with something simply because of how the author speaks? The tone may be partially responsible!

Tone can be tricky to identify, but some general rules are to look to the adjectives and descriptions of people, places, and events in the text. How is the author using his words? What words is he/she choosing? How does he/she compare and contrast within the text?

Is the author trying to prove something to the reader? Or else have something to gain? And are the adjectives used almost exclusively negative or have negative connotations? If asked, how would the author respond about the characters, events, or places? What would their face look like when asked?

Drawing Conclusions and Making Inferences

These are two interwoven ways to come to an understanding of a piece. Drawing conclusions involves looking at the facts, interpreting their purpose and meaning, and coming to a realization using those facts. Meanwhile, making inferences is similar, but rather than coming to a conclusion, facts are used to determine other facts that will eventually lead to a conclusion.

To draw a conclusion, look at the presented facts (and inferences), and determine what the author is saying using these facts. To make an inference, look at the facts presented, and determine what other facts might be realized in conjunction with the existing ones. For instance, if the evidence is presented that a leather shoe is damaged, and the owner of the shoes was near a lake, you can infer that the shoes were damaged by water.

Fact vs. Opinion

This is also a type of question that available in the HESI A2 Reading Comprehension test.

Fact is immutable, while opinion is entirely subjective. Facts are derived from tangible evidence (using sight, taste, touch, etc.) and are frequently regarded as universal truths. Opinions, however, are not presented with evidence but are presented as feelings and interpretations from one individual or a group of individuals.

When trying to determine whether something is a fact or an opinion, seek out supporting details. If something has numerous evidential supporting details, it is likely to be a fact. If something is supported largely with arguments or appeals to emotion, it is likely to be an opinion.

Compare and Contrast

Comparing and contrasting, while similar, are two very different actions. Comparing is the act of taking two or more things and working to identify similarities between those things. If you were to compare a cat and a dog, for instance, you might note that both are domesticated animals, both possess coats of fur, and both possess tails. Contrasting involves looking at two or more items and working to identify their differences. Again using a cat and a dog, you might note differences in temperaments, in size, and in the basic structure of ears. Comparing is finding similarities while contrasting is identifying differences.

There are certain words that can help clue you in as to whether an author is trying to compare or contrast. Words such as “and,” “also,” and “too” indicate comparison, whereas words such as “but,” “however,” “although,” and “nevertheless” indicate the difference.

Context Clues

Context clue is a term used to describe portions of a passage that lend insight into an idea or a word. Using context clues to find the meaning of a word involves looking at the sentences and phrases surrounding the word in question, and determining what meaning best fits the word based on what is being said in the passage. Using context clues to determine the meaning of an idea is similar; search the sentences and phrases surrounding the idea, and use those excerpts to determine the meaning or purpose of an idea.

Summarizing

Summaries usually come at the end of paragraphs and in the conclusion of pieces. A summary is used to concisely describe the overall purpose and message of a piece. The most common iteration of summaries can be found on the back of a film case; the movie is summarized to draw interest in the story and give an idea of what the story is about.

In literature and academia, the purpose of a summary is no different. Summaries are short passages used to give an idea of a work’s content and draw the interest of the audience.

Tips and tricks

HESI A2 Reading Comprehension

Eliminate the words or phrases.

A complaint which I hear often is that the students are unable to understand the given reading comprehension.  If you belong to this category, you need to understand that you don’t need to understand each and every word of the comprehension. At the same time, you should find the gist (summary) of it. Both these points above may appear contradictory But the crucial thing is, you need to eliminate the words, phrases, sentences from the Reading Comprehension that are not useful and need to focus on keywords.  

Find your strengths first.

To improve reading comprehension, first, you need to find your strengths first. The conservative approach to solving a passage is, to read the passage first, and then go to the questions and solve them. But some students do not feel comfortable with this method. Probably they do not know which keywords to remember while going through the comprehension. Or, they may have to read the comprehension again, after reading the questions. This lead to the problem of Time Management.

Solution: You can choose the “bottom-up” approach. That means, read the questions first, so that you have an idea of what to look for, in the comprehension. But ultimately you are the better judge of which approach is the best. So, practice several reading comprehensions in two different approaches and find out which method suits you.

Improve Your Vocabulary:

Vocabulary means knowledge of words (meaning of words). If you do not have a good vocabulary, you have to stop at every new word in the reading comprehension, and be puzzled about what does it mean? 

How to improve your vocabulary? Start reading in English, anything such as newspapers, stories, comics, textbooks…, anything that keeps you immersed in English. New words gradually sink into your subconscious mind and become familiar. Keep a notebook, Note down the new words you learned today and revise them periodically. And Keep a target and a schedule to learn a certain number of new words every day. 

Reading Comprehension Test Materials and Resource

Where you can find Hesi A2 Materials and Test Resource? We highly recommend that you use our online app with complete guidance and practice tests with explanation, and short assessments to measure your understanding. It can help you prepare for exam day by giving you a strong math foundation.