Your FREE OLSAT Flashcards 2026 – 100+ Cards

A word that means the opposite of another word — for example, 'ancient' and 'modern.' OLSAT Verbal Comprehension includes antonym items.

A word that has nearly the same meaning as another word — for example, 'happy' and 'glad.'

A Verbal Comprehension item type where the student listens to or reads instructions and marks the answer that follows them exactly — testing careful listening and reading.

A Verbal Comprehension item that gives a sentence with a missing word; you pick the word that best fits the meaning and grammar (e.g., 'The storm was so ___ the city canceled events' → severe).

A Verbal Comprehension item that gives scrambled words; you mentally rearrange them into a sensible sentence (or pick the word that starts it), testing language structure.

Shrink — 'expand' means to get larger, so its antonym is 'shrink.'

Opaque — you can see through something transparent, but not through something opaque.

Scarce — 'abundant' means plentiful; 'scarce' means in short supply.

Arrogant — a humble person is modest, while an arrogant person is full of self-importance.

Sturdy — 'fragile' means easily broken; 'sturdy' means strong and solid.

Conceal — to 'reveal' is to show, and to 'conceal' is to hide.

Temporary — 'permanent' lasts forever; 'temporary' lasts only a short time.

Natural — 'artificial' is made by people; 'natural' occurs on its own in nature.

Decide whether the answer should mean the OPPOSITE (for antonyms) and rule out synonyms and unrelated words. A near-synonym is the most common trap choice.

Defeat — a victory is a win; a defeat is a loss.

Criticize — to praise is to express approval; to criticize is to find fault.

Cowardly — a brave person faces danger; a cowardly person avoids it out of fear.

Noisy — silent means making no sound; noisy means full of sound.

Selfish — a generous person shares freely; a selfish person keeps things for themselves.

Read the whole sentence, predict the missing word from the meaning, then pick the choice that matches both the sense and the grammar.

Find the subject and the verb first, then build the rest of the sentence around them; the small connecting words fall into place last.

The other words in a sentence hint at the missing word. 'Because the bridge was unsafe, the workers chose to ___ it' points to 'repair.'

Word parts reveal meaning: 'mal-' means bad, 'bene-' means good, '-able' means capable of. They help you judge unfamiliar words quickly.

On an antonym item, a word similar in meaning to the prompt is the classic trap. Choose the true OPPOSITE, not a related word.

An item in the form A is to B as C is to ? — you find the relationship in the first pair and apply it to the second (cub : bear :: foal : horse).

A Verbal Reasoning item where the student listens to a short scenario read aloud and reasons to a conclusion — common at lower OLSAT levels read by the teacher.

A Verbal Reasoning item: a word problem you translate into a calculation and solve (e.g., 'Lena is twice her brother's age; in 4 years she'll be 16. How old is he now?' → 6).

A Verbal Reasoning item asking which option must always be true of a thing — e.g., 'Which must every island have?' → water all around it.

A Verbal Reasoning item asking which word does NOT belong with the others (maple, oak, pine, granite → granite, because it isn't a tree).

A Verbal Reasoning item: given facts assumed true, you decide what conclusion logically follows (e.g., 'If it rains, recess is canceled; recess wasn't canceled' → it didn't rain).

A Verbal Reasoning item showing a grid of words or letters with a missing cell; you find the relationship across rows and down columns to complete it.

Name the relationship in the first pair as a short sentence ('a cub is a baby bear'), then apply it to the second pair ('a foal is a baby horse').

Fish — a finch is a type of bird, so a salmon is a type of fish (category relationship).

Foot — a glove covers a hand, so a sock covers a foot (object → body part).

Symphony — an author creates a novel, so a composer creates a symphony (maker → creation).

Sprint — whisper and shout differ by intensity, so the quiet/intense version of walk is sprint (degree relationship).

One word is a type of the other — finch : bird, salmon : fish, maple : tree. Ask 'is A a kind of B?'

One word is a piece of the other — petal : flower, page : book, wheel : car.

The second word is what the first does or is used for — knife : cut, broom : sweep, pen : write.

A baby animal to its grown form — cub : bear, foal : horse, calf : cow.

Find the shared category of three of the four words, then the one that doesn't fit is the answer (violin, guitar, cello are strings; trumpet is not → trumpet).

Pick the property that MUST always be true, not just usually true — a forest must always have trees; it need not have a river.

Accept exactly what the statements say and nothing more. If facts don't establish a conclusion, the answer is that it cannot be determined.

'If the train is on time, Aisha catches it.' If Aisha did NOT catch it, then the train was NOT on time (contrapositive).

7 heads, 20 legs, only chickens (2 legs) and cows (4 legs): if all 7 were chickens that's 14 legs; the extra 6 legs ÷ 2 = 3 cows.

For 'in 4 years Lena will be 16,' subtract to find now (16 − 4 = 12); if Lena is twice her brother, he is 12 ÷ 2 = 6.

Listen for who, what, and the key relationship in the spoken scenario, hold the facts in mind, and choose the conclusion they support.

Book — a petal is part of a flower, so a page is part of a book (part-to-whole).

Night — the sun is associated with day, so the moon is associated with night.

Sweep — a knife is used to cut, so a broom is used to sweep (object → function).

Desert — a lake, pond, and river all hold water; a desert is dry land.

Oxygen — copper, silver, and gold are metals; oxygen is a gas.

If SOME books are about animals and ALL animal books have pictures, you can only conclude at least one book has pictures — not that all do.

A figural item showing a 3-by-3 grid of shapes with one cell empty; you use the patterns running across the rows and down the columns to choose the missing figure.

A nonverbal item where you find the figure that does NOT share a visual property (shape, shading, size, or number) with the others — the odd one out.

A nonverbal item: figure A is to figure B as figure C is to ? — find the change that turns the first figure into the second and apply it to the third.

A nonverbal item showing a row of pictures that change step by step; you find the rule of change and continue it one more step.

Identify what three figures share — shape, shading, size, orientation, or number of parts — then choose the one that breaks that shared rule.

Spot the single change from figure A to figure B (rotation, size, shading, added part), then apply the same change to figure C to find the answer.

Read the change across each row AND down each column. The missing cell must satisfy both directions at once — check both before choosing.

Find what changes from one figure to the next — count, rotation, shading, or size — then continue that change exactly one more step.

In figural items, a mirror (flipped) version of the correct figure is a common wrong answer. Check orientation carefully before choosing.

A figure turns by a fixed amount each step (a quarter turn, a half turn). Continue the same turn to predict the next figure.

A figure fills in by a set amount (quarter, half, three-quarters, full) across a row or down a column — track how much is shaded.

The number of parts (dots, sides, loops, holes) grows or shrinks by a steady amount: 1 hole, 3 holes, 5 holes, 7 holes → 9 holes.

Two shapes take turns (triangle, circle, triangle, circle), so the next figure repeats the cycle — here, a triangle.

Rule out choices with the wrong orientation, an extra part, or a missing part before deciding among the rest — it narrows the answer fast.

When the figures all look alike, the rule may be SHADING (striped, dotted, solid) rather than shape — check color and fill, not just outline.

Sometimes the only difference is SIZE — three small figures and one large one means the large figure is the odd one out.

Count the pieces — a figure of four small squares among figures of six small squares is the one that doesn't fit.

Some pattern matrices change BOTH across rows and down columns (e.g., a leaf gains a circle across, then a square down). The answer reflects both.

A part can move position step by step — a square sliding from the top of a box toward the bottom — so the next figure continues the move.

A row of numbers that follows a hidden rule; you find the rule and give the next term. 4, 8, 12, 16, ___ → 20 (add 4 each step).

A quantitative item giving number pairs or groups that share a hidden rule; you find the rule and supply the missing value (e.g., (3,12),(5,20) → multiply by 4).

A quantitative item: a grid of numbers with one cell empty; you find the pattern across rows and down columns to fill the blank.

A number series with a constant difference between terms — 7, 14, 21, 28 (add 7 each time). Test for this first.

A number series with a constant multiplier between terms — 2, 4, 8, 16 (multiply by 2 each time), or 81, 27, 9 (divide by 3).

The amount added grows each step — 1, 3, 6, 10 (add 2, then 3, then 4) → 15. Look at the gaps between terms.

1, 4, 9, 16 are 1², 2², 3², 4², so the next is 5² = 25. Recognizing perfect squares speeds up tricky series.

47 — each term is doubled and then 1 is added (23 × 2 + 1 = 47). When neither +c nor ×c fits, try a two-step rule.

Test for a constant difference (arithmetic) first, then a constant multiplier (geometric), then a growing gap, then a two-step or alternating rule.

Each pair shares one rule. For (3,12),(5,20),(7,?): each second number is the first × 4, so ? = 28.

Each group follows one rule. For (2,3,5),(4,6,10),(5,7,?): the third is the first + second, so ? = 12.

Find how each row changes left-to-right (add, multiply, or repeat), then apply it to the row with the blank.

Some matrices change down each column (each box doubles, or counts down by a step). Check columns when the rows alone don't explain the grid.

If every row sums to the same value (e.g., 15), the missing box equals that total minus the other two: 15 − (8 + 2) = 5.

Letters can follow a counting rule by alphabet position: B, D, F, H skip one each time, so the next is J.

Each term is half the one before it: 100, 50, 25, ___ → 12.5. Division series can produce fractions or decimals.

Each term is double the previous: 5, 10, 20, 40, ___ → 80. A doubling pattern grows much faster than an adding pattern.

18 — the series counts down by 3 each step, so 21 − 3 = 18 (a decreasing arithmetic sequence).

48 — each term doubles the one before it, so 24 × 2 = 48 (a geometric sequence).

16 — the amount added grows by one each time (add 1, 2, 3, 4, 5), so 11 + 5 = 16.

If the third box equals the first plus the second across each row (2,3,5 / 4,1,5), then 6, 2, ? gives ? = 8.

If the third box is the product of the first two (2×4=8, 3×3=9), then 5, 2, ? gives ? = 10.

After solving a quantitative item, glance at the answer: a doubling series should grow fast, a subtracting series should shrink — an out-of-range choice is likely wrong.

The Otis-Lennon School Ability Test — a group-administered test, published by Pearson, that measures the verbal and nonverbal reasoning abilities related to success in school.

The OLSAT's age-based standard score, normalized to a mean of 100 and a standard deviation of 16 (not 15). It compares a child to others the same age.

One of the two OLSAT score clusters; it combines the Verbal Comprehension and Verbal Reasoning areas.

One of the two OLSAT score clusters; it combines the Pictorial Reasoning (lower levels), Figural Reasoning, and Quantitative Reasoning areas — using pictures, shapes, and numbers instead of words.

The percentage of same-age children a student scored as well as or better than. A 95th percentile means the child scored at or above 95% of peers.

Arthur Otis and Roger Lennon, the authors whose names the test carries. The current version is the OLSAT, Eighth Edition (OLSAT 8).

The Eighth Edition of the Otis-Lennon School Ability Test — the current version published by Pearson.

Abstract thinking and reasoning ability — the verbal, quantitative, and figural reasoning skills tied to learning and school success, not facts memorized in a particular grade.

A test given to many students at once rather than one-on-one. The OLSAT is group-administered (the youngest levels are read aloud by the teacher).

Seven grade-based forms. Level A = kindergarten, B = grade 1, C = grade 2, D = grade 3, E = grades 4–5, F = grades 6–8, G = grades 9–12.

The kindergarten OLSAT form. Items are read aloud by the teacher because young children are not yet fluent readers.

The upper grade levels (E–G) have about 72 items; the lower levels have fewer (roughly 40–64). Exact counts vary by level and are published in Pearson's manual.

Roughly 60–77 minutes of working time, varying by level. The lower (read-aloud) levels run longer. It is power-oriented, not heavily speeded, but it is timed.

A score from 1 to 9 that groups percentile ranks into nine bands (5 is average). The OLSAT can report a stanine alongside the SAI and percentile.

A normalized score from 1 to 99 (mean 50) that, unlike percentile rank, has equal intervals — useful for comparing or averaging scores.

The SAI has a mean of 100 and a standard deviation of 16 (per the OLSAT technical manual). So an SAI of 116 is one SD above average, and 132 is two SDs above (≈ 98th percentile).

The OLSAT's SAI uses an SD of 16 (not the more common 15), so an OLSAT score does not translate one-to-one to a 15-SD IQ score; compare scores on the same scale.

Many gifted and talented programs require roughly the 95th–98th percentile, but each district sets its own cutoff — there is no single national passing score.

New York City historically used the OLSAT (with the NNAT) for its Gifted & Talented admissions. Always confirm the current test a specific program uses.

A test scored by comparing a student to a representative sample of peers (the norm group), rather than against a fixed passing mark. The OLSAT is norm-referenced.

The OLSAT reports where a child ranks among peers (SAI, percentile, stanine). Whether that qualifies for a program is set by each district's cutoff.

Both are ability tests, but the OLSAT is by Pearson (SAI, two clusters: Verbal + Nonverbal), while the CogAT is by Riverside Insights (three batteries: Verbal, Quantitative, Nonverbal).

The NNAT (Naglieri Nonverbal Ability Test) is entirely nonverbal (picture-based), while the OLSAT includes both verbal and nonverbal items. Some programs use them together.

An OLSAT verbal area covering Following Directions, Antonyms, Sentence Completion, and Sentence Arrangement — understanding language.

An OLSAT verbal area covering aural reasoning, arithmetic reasoning, logical selection, word/letter matrix, analogies, classification, and inference — reasoning with language.

An OLSAT nonverbal area using shapes: Figural Classification, Figural Analogies, Pattern Matrix, and Figural Series — measuring reasoning without words.

An OLSAT nonverbal area using numbers: Number Series, Numeric Inference, and Number Matrix items.

An OLSAT nonverbal area used only at the lower levels (grades K–2): Picture Classification, Picture Analogies, and Picture Series. It works like the figural items but with everyday pictures young children recognize.

An achievement test measures what a child has learned (facts, skills). The OLSAT measures reasoning ABILITY — how well a child thinks and solves new problems.

The two clusters reveal different strengths: a strong nonverbal score can show high reasoning ability even in a child still building English vocabulary.

The OLSAT reports a Total SAI combining all items, plus separate Verbal and Nonverbal cluster scores, so strengths and weaknesses are visible.

The SAI compares a child to others the same AGE (not grade), so a younger child in a grade isn't penalized for being young.

At Levels A and B, the teacher reads each question aloud and children mark a picture answer, because the youngest students cannot yet read fluently.

Every OLSAT item is multiple choice; the student selects the one best answer from the options provided.

The OLSAT is timed overall, but it is power-oriented (it measures reasoning, not speed), so most students have time to think rather than racing the clock.

Familiarize the child with the item formats (analogies, series, matrices) and test directions so the format isn't a surprise — the OLSAT tests reasoning, not coaching.

A high SAI suggests strong reasoning and a fast capacity to learn new material — which is why programs use it to identify candidates for advanced instruction.

A reported score is an estimate with a margin of error; many reports show a band (e.g., ±5 points) because no single test score is perfectly exact.

Programs differ in size and goals, so each district picks the SAI or percentile cutoff that fits its gifted program — there is no national OLSAT pass mark.

Pearson (Pearson Assessments / Pearson Clinical) publishes and scores the OLSAT 8.

Even verbal OLSAT items reward reasoning over rare vocabulary: most words are common, and the skill tested is seeing relationships between them.

Schools combine the OLSAT (often with other measures) to identify students for gifted programs, advanced placement, or enrichment — rarely as the only factor.

Reporting Verbal and Nonverbal separately lets schools see reasoning ability in English-language learners through the nonverbal (figural, quantitative) score.

Knowing how each item works (read the row, find the rule, mark one answer) prevents losing easy points to confusion about the format.

OLSAT 8 is the current edition; older score reports may reference OLSAT 7 or earlier. The structure (SAI, two clusters, levels A–G) is consistent across recent editions.

Learn each of the five areas' item types, practice analogies, series, and matrices until the formats are automatic, then take timed practice and review every miss.