Separate what the text says from what you added.
Review time conditions, pronoun reference, main purpose, instruction order, causal limits and missing information through six original English passages.
Each of six items counts one matching answer. Your count describes these tasks under your practice conditions, not a CEFR level, percentile, school grade or job-readiness judgement. Every worked answer and this complete guide remain available at every count.
Six reading decisions
The passages ask you to match a day with its opening time, identify a repeated plural referent, state an activity’s purpose, preserve two ordered steps, distinguish an observed increase from a proven cause and notice an absent price. All needed information is supplied in the invented texts. No knowledge of a real venue, archive, publisher or local policy is assumed.
An information gap is still a result
Suppose a fictional class notice gives the room, start time and booking deadline, but says nothing about materials being provided. You can record the stated logistics. You cannot turn the missing materials detail into a promise that everything is included or a rule that nothing will be supplied. A useful answer can be that the notice does not resolve the question.
Keep the wording of the task visible
A request for information that cannot be answered differs from a request for a supported fact. A main-purpose summary should preserve the stated limit, not add a guarantee. For a sequence, check every dependency rather than only the first instruction. For causal language, lack of proof does not establish no effect. These distinctions concern the passage, not the reader’s intelligence.
Make a small evidence table
Take a new short notice or a passage you wrote yourself. Put each claim beside the words that support it, and mark contradicted or unanswered claims separately. Then check whether each question asks for a fact, a reference, an order or a gap. Try a fresh text after reviewing an answer so that recall of one passage does not stand in for reading practice.
Short passages cover selected reading tasks
This section does not measure reading speed, sustained academic reading, listening or the ability to produce a written response. Chinese instructions and explanations leave the English passages and alternatives unchanged. That design choice does not establish cross-language measurement equivalence or a CEFR mapping. A count out of six is a record of these choices, with every explanation available for review.