The OLSAT Verbal Reasoning and Comprehension questions can be challenging for many children. That’s because it measures how they think with language and not just what they know.
Parents often wonder how to help their child prepare for the wide range of question types and time limits.
This guide breaks down both parts of the OLSAT Verbal section, explains what each measures, and offers simple, proven strategies to boost confidence and performance.
Keep reading to learn how to prepare effectively and help your child succeed on test day.
Created by Roman K., Test Prep Expert Since 2016, who has helped thousands of students achieve higher scores. As a parent myself, I understand your concerns. Feel free to email me at roman@giftedready.com. I'm here to help your child succeed!
Verbal Comprehension and Verbal Reasoning are both part of the OLSAT verbal section, but they measure different things. Both are key to identifying strong language-based thinking skills.
The OLSAT Verbal Reasoning section includes a variety of question types. Each one tests a child’s ability to think using language. Below are the main types and what they measure.
These questions ask you to find relationships between words. The task is to complete a pair.
What it checks: How well a child can spot patterns and word relationships.
horse → equestrian : sports →
The correct answer is athlete.
Someone who interacts and trains with horses is an equestrian. Someone who participates in and learns skills through sports is an athlete.
In this case, the first word (a noun) is paired with a term that refers to the person interacting with the first word.
You see a list of words and must find the one that does not belong.
What it checks: Grouping skills and the ability to spot differences.
Which word does not go with the other four?
Correct Answer: Rose
The correct answer is Rose because Maple, Oak, Pine, and Birch are all types of trees, woody plants with a single main stem or trunk.
A rose is a flowering shrub that doesn’t grow with a single dominant trunk structure like trees do. While roses can grow large, they remain bushes rather than developing true tree form.
You must use clues to figure out something that is not directly stated.
What it checks: Logical thinking and reading between the lines.
All of the horses, and only they, run fast. Given this information, which of the following is not true?
The correct answer is “All of the above are true.”
All of the horses, and only they, run fast” means two things at once:
Now check each choice:
Because A–D are all true, there isn’t a statement here that’s “not true.” That’s why E (“All the above are true”) is also true.
This type presents a short situation or problem. You must pick the answer that makes the most sense.
What it checks: Basic logic, cause-effect thinking, and language-based reasoning.
All shadows must have…
Correct Answer: A light source
Shadows form when light is blocked by an object. While shadows often appear dark and may have sharp or fuzzy edges, and can appear on both flat and irregular surfaces, these features are not required for something to be classified as a shadow.
Similarly, the object casting the shadow does not need to be solid; it only needs to obstruct light in some way.
The essential and universal requirement for a shadow is a light source. Without light, there can be no area of darkness or contrast, which means the concept of a shadow cannot exist.
Therefore, “a light source” is the only component that must always be present for a shadow to occur, making it the correct answer.
Look at a grid with a missing word or letter and find the correct pattern to complete it.
What it checks: Ability to notice word or letter patterns and apply logic.
| rain | rein | reign |
| there | their | ? |
Correct Answer: they’re
Top: a trio of homophones – three words that sound the same but have different meanings and spellings.
Bottom: the first two words are homophones, so the third one should also be a homophone of these two, to complete the trio.
The missing homophone is “they’re,” which is a contraction of “they are” or “they were.”
These are word problems that involve numbers. You must solve them using both math and logic.
What it checks: How well a child understands math ideas when they are written in words.
A fruit basket contains 80 pieces of fruit. Forty percent of the fruit are apples and the rest are oranges. How many oranges are in the basket?
Correct Answer: 48
The first step requires converting the percentage (40%) of apples into an actual quantity by multiplying it by the total number of fruits (80).
This calculation (0.40 × 80 = 32 apples) tests both the understanding of percentage as a fraction and basic multiplication skills.
A quicker method to calculate 40% is to first find the 10% and then multiply by 4.
So 10% of 80 is 8. We multiply 8 by 4 and get 32.
The second step involves subtracting the number of apples from the total fruits to find the remaining oranges (80 – 32 = 48), reinforcing subtraction skills and the concept of complementary parts making up a whole.
In this part, children listen to spoken questions and answer without visual prompts.
What it checks: Listening skills, following directions, and reasoning based on what they hear.
A telescope is an essential tool for observing distant celestial objects like stars and planets in astronomy. Therefore, the correct answer is option A.
The Verbal Comprehension section on the OLSAT measures how well a student understands and works with spoken language.
It focuses on how students process words, follow directions, and recognize relationships between ideas in sentences. This part of the test checks language-based reasoning, not just vocabulary knowledge.
The goal is to see how well they use verbal information to solve problems and make sense of patterns.
These questions are read aloud for younger students taking Levels A and B tests. Some parts of the test are also read for students taking the Level C test.
Verbal Comprehension includes four types of questions:
Each question type targets a different skill.
These examples show some of the question types your child will encounter on the OLSAT.
These questions check your child’s ability to listen carefully and follow multi-step verbal instructions.
An orange is between the mango and the grapes, the strawberry is below the grapes, and the mango is above the orange. Therefore, the correct answer is option A.
These questions ask you to pick the word that means the opposite of a given word. They test vocabulary knowledge and word meaning.
The opposite of “scatter” is
Correct Answer: Arrange
The word “scatter” means to spread things widely and irregularly over an area. It suggests disorder, randomness, and lack of structure. To find its opposite, we need a word that implies order, placement, or intentional organization.
The correct answer is “arranged,” which means to place items in a neat, specific, or planned order.
Choose the word/words that best complete the sentence/s.
While mammals typically give birth to live young, the platypus is unusual because it ________ eggs yet still ________ its offspring with milk.
Correct Answer: produces . . . nourishes
The sentence contrasts typical mammalian reproduction with the platypus’s unusual behavior.
The key point is that, although the platypus lays eggs like reptiles or birds, it still exhibits mammalian traits by feeding its young with milk.
“Produces” logically fits the idea of laying eggs, while “nourishes” describes the maternal care through milk.
Arrange jumbled words into a proper sentence and answer a question regarding the first or last word. This measures sentence structure and language logic.
If the words below were arranged to make the best sentence, which letter would the first word begin with?
discovered octopuses scientists recently behavior that complex exhibit have
Correct Answer: S
The correct arrangement is “Scientists recently discovered that octopuses exhibit complex behavior,” starting with ‘S’.
While “Discovered” might seem like a plausible beginning, it would create an incomplete thought as a starting phrase.
The word “Scientists” properly introduces the subject performing the action, making it the most logical starting point for a complete sentence.
Help Your Child Prepare for the OLSAT with These Level-Specific Practice Tests:
The number of verbal questions on the OLSAT depends on the test level.
Younger students have fewer total questions. As students get older, more nonverbal questions are added.
Some questions may fall under verbal comprehension, but most are verbal reasoning. These types are mixed within the verbal section and not separated.
Here is a general breakdown by level:
LEVEL | QUESTIONS FOR THE VERBAL SECTION | TOTAL NUMBER OF QUESTIONS |
Level A (Pre-K to K): | 40 | 60 |
Level B (Grade 1): | 30 | 60 |
Level C (Grade 2): | 30 | 72 |
Levels D–G (Grades 3–12): | 30 | 72 |
Each correct answer in the OLSAT Verbal section earns one point. There is no penalty for wrong answers, so guessing is allowed and often encouraged if unsure.
These points make up the raw score. The raw score is then converted into a School Ability Index (SAI). This score adjusts for the test-taker’s age to ensure a fair comparison among peers.
From the SAI, a percentile rank is calculated. This shows how a student performed compared to others in the same age group. For example, a percentile rank of 90 means the student scored better than 90% of others in their age group.
Schools use these OLSAT scores to decide eligibility for gifted and talented programs. Many programs set a minimum SAI or percentile to qualify. The verbal reasoning score can carry more weight if the program focuses on language-based strengths.
The tables below show typical score ranges for each level, from below average to high-performing. This gives parents a simple way to see where their child may fall.
| Score Range | SAI (School Ability Index) | Approx. Percentile | Description |
|---|---|---|---|
| Low | Below 90 | Below 25th | Below average |
| Average | 100–110 | 50th – 60th | Average range |
| High | 120 and above | 85th and above | Typically gifted range |
| Score Range | SAI | Approx. Percentile | Description |
|---|---|---|---|
| Low | Below 95 | Below 30th | Below average |
| Average | 105–115 | 55th – 65th | Average range |
| High | 125 and above | 90th and above | Typically gifted range |
| Score Range | SAI | Approx. Percentile | Description |
|---|---|---|---|
| Low | Below 95 | Below 30th | Below average |
| Average | 105–115 | 55th – 65th | Average range |
| High | 125 and above | 90th and above | Typically gifted range |
| Score Range | SAI | Approx. Percentile | Description |
|---|---|---|---|
| Low | Below 100 | Below 35th | Below average |
| Average | 110–120 | 60th – 70th | Average range |
| High | 130 and above | 95th and above | Typically gifted range |
| Score Range | SAI | Approx. Percentile | Description |
|---|---|---|---|
| Low | Below 100 | Below 35th | Below average |
| Average | 110–120 | 60th – 70th | Average range |
| High | 130 and above | 95th and above | Typically gifted range |
| Score Range | SAI | Approx. Percentile | Description |
|---|---|---|---|
| Low | Below 100 | Below 35th | Below average |
| Average | 110–120 | 60th – 70th | Average range |
| High | 130 and above | 95th and above | Typically gifted range |
| Score Range | SAI | Approx. Percentile | Description |
|---|---|---|---|
| Low | Below 100 | Below 35th | Below average |
| Average | 110–120 | 60th – 70th | Average range |
| High | 130 and above | 95th and above | Typically gifted range |
These score ranges reflect typical patterns seen in school admissions, enrichment programs, and district placements.
Cutoffs can vary, but most gifted programs look for students scoring in the 90th percentile or higher, especially in verbal reasoning if the program emphasizes language-based skills.
Preparing for the OLSAT Verbal section works best when practice feels structured but low-stress. The tips below help parents build their child’s confidence, improve focus, and create effective study habits before test day.
Timed practice helps students manage pressure. Start with untimed sessions, then slowly reduce time as your child gains skill.
Teach them how to eliminate wrong answers. This helps narrow choices and reduce mistakes in analogies or classification questions.
Practice tests are the best way to develop these habits in a realistic setting.
Stay positive when discussing the test. Let your child know the test is about problem-solving, not about being right all the time. Practice reduces fear because the test feels more familiar.
Avoid last-minute cramming. Keep a steady, calm routine instead. Encourage breaks, rest, and praise their effort, not just results.
Get Ready for the OLSAT with These Lifelike Practice Tests:
Preparing for the OLSAT verbal reasoning section helps students become more confident and accurate. Remember: the test measures how a child thinks using language. Therefore, practice should focus on skills, not memorization.
Young children (Pre-K to Grade 2) benefit from short, engaging practice activities. These can include verbal games, picture analogies, and word patterns.
Older children (Grades 3 and up) can handle longer sessions with more complex question types. They should work through practice tests that mirror the format of their level.
A consistent practice schedule builds familiarity. Try setting aside time twice a week for review.
You can support verbal reasoning with everyday activities. Try:
Preparing for the OLSAT Verbal Comprehension section means more than memorizing words. Students need to build listening, language, and logic skills that match their test level.
The right approach depends on age, reading ability, and how questions are delivered, especially since younger students often have items read aloud.
Younger students (Levels A–C) benefit from oral practice. Use spoken instructions, simple directions, and listening games. This builds familiarity with the format since much of the test is read aloud.
Older students (Levels D–G) should focus on reading comprehension and verbal logic. Practice identifying word meanings, spotting relationships between ideas, and solving sentence-based puzzles. Independent reading and practice tests work well here.
OLSAT verbal questions often use words that are more advanced than what students hear every day. Vocabulary can be built through:
No, instructions cannot be repeated. Children must listen carefully the first time. This is intentional and reflects how the test measures verbal processing and attention. From Level C onward, portions of the test become self-administered. Higher levels (D–G) are entirely independent, with no oral instructions.
It can be challenging because the OLSAT focuses on reasoning, not memorized knowledge. Young children may find it unfamiliar at first, especially if they’ve never taken a test before. With practice and support, though, many adapt well.
Use encouragement, not pressure. Praise effort and improvement. Turn practice into a game when possible. Some parents use small rewards or sticker charts. The goal is to make learning feel positive. Practicing together also shows your support.
Start at least 6 to 8 weeks before the test. This gives enough time to build skills slowly and avoid stress. Ten to fifteen minutes per session is enough for very young children. Older children may benefit from two short sessions a week using practice tests that match their level.