LANTITE Literacy Practice Questions: Free Examples (2025)
Preparing for the LANTITE literacy component? This guide provides authentic sample questions that mirror the actual test administered by ACER (Australian Council for Educational Research). You'll find examples from both reading comprehension and technical writing sections, complete with detailed solutions and expert strategies.
LANTITE Literacy Test Structure
The LANTITE literacy component, administered by ACER, consists of 65 questions across 120 minutes, divided into two main areas:
Reading Component
67%
- • Multiple passages to analyze
- • Various text types and contexts
- • Access, Integrate, Evaluate skills
Technical Writing
33%
- • Grammar and punctuation
- • Australian spelling conventions
- • Word usage and text organization
Important: Questions from both components are mixed throughout the test - you won't have separate sections. Stay flexible and manage your time across all question types.
Three Key Reading Skills Tested
Understanding these three skill areas helps you recognize what each question is testing:
1. Access & Identify (35-45% of reading questions)
Finding explicit information stated directly in the text
Example: "According to the passage, what year was the policy implemented?"
2. Integrate & Interpret (40-50% of reading questions)
Making connections and understanding implied meanings
Example: "What can be inferred about the author's perspective?"
3. Evaluate & Reflect (10-20% of reading questions)
Critically analyzing purpose, effectiveness, and reliability
Example: "How effectively does the author support their main argument?"
Practice Question 1 & 2: Reading Comprehension
Professional Development in Australian Schools
Recent research into professional development practices in Australian schools has revealed significant variations in both the quantity and quality of training opportunities available to teachers. While national standards require all teachers to complete a minimum of 20 hours of professional development annually, the effectiveness of this requirement depends heavily on how schools implement and support these programs.
A comprehensive study of 250 schools across three states found that teachers who engaged in sustained, collaborative professional development programs demonstrated measurably improved student outcomes compared to those who participated only in isolated, one-off training sessions. The most effective programs shared common characteristics: they were ongoing rather than episodic, focused on specific teaching practices rather than abstract concepts, and included opportunities for teachers to practice new techniques with feedback from colleagues and mentors.
However, the study also highlighted significant barriers to effective professional development. Time constraints were cited as the primary challenge, with 73% of teachers reporting difficulty finding time for meaningful engagement with professional learning activities during school hours. Additionally, rural and regional schools faced particular challenges in accessing high-quality professional development, with limited availability of specialist presenters and higher costs associated with teacher release time and travel.
The researchers concluded that while the quantity of professional development hours has increased in recent years, greater attention must be paid to the quality and accessibility of these programs to ensure equitable outcomes for all Australian teachers and students.
Question 1: According to the passage, what percentage of teachers reported difficulty finding time for professional development during school hours?
A) 20%
B) 50%
C) 73%
D) 250%
✓ Solution:
This is an Access & Identify question requiring you to locate explicit information in the text.
The third paragraph states: "Time constraints were cited as the primary challenge, with 73% of teachers reporting difficulty finding time..."
Answer: C) 73%
Test Tip: For Access & Identify questions, scan the passage for specific numbers, dates, or facts. The answer is always explicitly stated.
Question 2: What can be inferred about the researchers' view on current professional development policies?
A) They believe the policies are completely ineffective and should be abandoned
B) They think quantity targets have been met but quality improvements are needed
C) They argue that 20 hours annually is insufficient for teacher development
D) They suggest rural schools should have different requirements than urban schools
✓ Solution:
This is an Integrate & Interpret question requiring you to draw conclusions from multiple parts of the text.
Key evidence:
- • The final paragraph states: "the quantity of professional development hours has increased"
- • But "greater attention must be paid to the quality"
- • This implies quantity goals are met, but quality needs improvement
Answer: B) They think quantity targets have been met but quality improvements are needed
Test Tip: For Integrate & Interpret questions, synthesize information from different parts of the passage. The answer isn't explicitly stated but can be concluded from the evidence.
Practice Question 3: Grammar & Punctuation
Question:
Which sentence is punctuated correctly?
A) The schools principal announced that, the new policy would effect all students, immediately.
B) The school's principal announced that the new policy would affect all students immediately.
C) The schools' principal announced that the new policy would effect all students immediately.
D) The school's principal announced, that the new policy would affect all students, immediately.
✓ Solution:
Error Analysis:
Option A: Missing apostrophe in "schools" (should be "school's"), wrong word "effect" (should be "affect"), unnecessary commas
Option B: ✓ Correct apostrophe placement, correct word choice, correct punctuation
Option C: Wrong apostrophe placement "schools'" implies multiple schools, wrong word "effect"
Option D: Unnecessary commas after "announced" and before "immediately"
Answer: B) The school's principal announced that the new policy would affect all students immediately.
Key Skills Tested:
- • Possessive apostrophes: "school's" (singular possession)
- • Effect vs Affect: "affect" is the verb (to influence), "effect" is the noun (a result)
- • Unnecessary commas: Don't separate subject and verb, or verb and object
Practice Question 4: Australian Spelling & Word Usage
Question:
Which sentence uses correct Australian spelling and word choice?
A) The program was organized to help students practice their writing at the learning centre.
B) The program was organised to help students practise their writing at the learning center.
C) The program was organised to help students practice their writing at the learning centre.
D) The program was organized to help students practise their writing at the learning center.
✓ Solution:
Australian Spelling Rules Applied:
✓ Australian Spelling:
- • organised (not organized)
- • centre (not center)
- • practise (verb - to do repeatedly)
✗ American Spelling:
- • organized
- • center
- • practice (both noun and verb)
Practice vs Practise:
In Australian English: practise (verb) = to do something repeatedly; practice (noun) = the act of doing something
Example: "Students practise their skills during soccer practice."
Answer: C) The program was organised to help students practice their writing at the learning centre.
Wait - Why "practice" here?
In "help students practice", the word "practice" is actually functioning as a noun (helping with their practice), not a verb. This is a subtle but important distinction in Australian English.
Common Australian Spelling to Remember: organised, realised, centre, colour, favour, neighbour, travelled, labelled
Essential Test-Taking Strategies
Reading Comprehension Tips
- • Read the questions before reading the passage to know what to look for
- • For "Access & Identify" questions, scan for keywords
- • For "Integrate & Interpret" questions, consider the whole passage
- • Don't bring outside knowledge - answer only from the text
Technical Writing Tips
- • Always use Australian spelling conventions
- • Read sentences aloud in your head to catch errors
- • Check for common errors: their/there/they're, its/it's, effect/affect
- • Look for unnecessary commas and apostrophe errors
Most Common Technical Writing Errors
Apostrophe Errors
✗ student's are learning
✓ students are learning
(Plural, not possessive)
✗ its' important
✓ it's important
(Contraction of "it is")
Subject-Verb Agreement
✗ The group of students are...
✓ The group of students is...
(Group is singular)
✗ Each teacher have...
✓ Each teacher has...
("Each" is singular)
Homophone Confusion
✗ Their going to school
✓ They're going to school
(They are = they're)
✗ The policy will effect change
✓ The policy will affect change
(Verb = affect)
American vs Australian
✗ The program was organized
✓ The programme was organised
(Australian spelling)
✗ Visit the learning center
✓ Visit the learning centre
(Australian spelling)
How to Use These Practice Questions
Practice Active Reading
For passage-based questions, practice reading with purpose. Know what skill is being tested and adjust your reading strategy accordingly.
Master Australian Conventions
Create flashcards for Australian spelling patterns. The technical writing section heavily tests these conventions.
Build Error Recognition Skills
Practice identifying errors in sentences. The more you practice, the faster you'll spot problems on test day.
Time Yourself
With 120 minutes for 65 questions, you have about 1.8 minutes per question. Practice working at this pace.
Master LANTITE Literacy with Complete Practice
These 4 examples showcase the question types you'll encounter. Our comprehensive platform offers hundreds more literacy questions, covering all reading and writing skills tested by ACER.
Continue Your LANTITE Preparation
Note: These practice questions are designed to reflect the format and difficulty of LANTITE literacy questions administered by ACER. For official practice materials and test registration, visit the ACER LANTITE website.