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Stöðu- og framvindupróf Matsferils í stærðfræði (Iceland)

Practice Questions100 questions

Exam Review

Key Facts: Stöðu- og framvindupróf í lesskilningi Exam

Grades 4, 6, 9

Mandatory Grades

Reglugerð 191/2026

80 min

Testing Time

MMS Handbók

1–19 scale

Standardized Scale

National mean 10

No application

Candidate Fee Process

School-administered compulsory assessment

3 processes

Reading Dimensions

Retrieve, Infer, Evaluate

Digital

Platform

Computer-based

3 text types

Reading Genres

Literary, Info, Opinion

22 Feb–19 Mar

Next Listed Window

Current MMS overview

Matsferill lesskilningur is Iceland's mandatory national digital reading comprehension assessment for grades 4, 6 and 9 administered by MMS, evaluating literary, informational and argumentative comprehension over 80 minutes.

Sample Stöðu- og framvindupróf í lesskilningi Practice Questions

Try these sample questions to review concepts for the Stöðu- og framvindupróf í lesskilningi exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1Read the following narrative excerpt: „Veðrið barði miskunnarlaust á bárujárnsþakinu og vindhviðurnar hristu gamla bæinn svo að brakar í hverjum sperrulegg. Afi sat þögull við hlóðirnar og starði í glóðina meðan birtan dvínaði smám saman. Börnin þrýstu sér saman í skammkrokinu og hlustuðu á drynjandi storminn sem virtist ætla að rífa jörðina upp með rótum.“ What atmosphere (stemning) does the author primarily create in this passage?

A.Ógnvekjandi, þrúgandi og spennuþrungið andrúmsloft í óveðrinu

B.Hátíðlegt og glaðvært andrúmsloft meðal fjölskyldumeðlima

C.Kaldhæðnislegt og léttúðugt viðhorf til náttúruhamfara

D.Rólegt og hversdagslegt andrúmsloft þar sem engin hætta steðjar að

Explanation: The text employs evocative sensory imagery ('veðrið barði miskunnarlaust', 'brakar í hverjum sperrulegg', 'þrýstu sér saman', 'drynjandi storminn') to create a tense, menacing, and ominous atmosphere as an isolated family endures a severe winter storm.

2Read the paragraph from the story: „Afi reis hægt á fætur, rétti úr lúnum bakinu og virti fyrir sér drungann sem lagst hafði yfir baðstofuna þegar farið var að rökkva.“ What does the word „drungi“ mean in this context?

A.Glampandi sólskin sem lýsir upp herbergið

B.Leiðindi, þungbúin þoka eða dimmt og drungalegt skammdegi

C.Mikill hávaði og glaumur frá fólki

D.Sterkur ilmur af nýbökuðu brauði

Explanation: In Icelandic, 'drungi' refers to gloom, oppressive darkness, heaviness, or dim twilight. Here it describes the darkening room as night falls during the winter gale.

3Read the passage: „Áður en afi opnaði bæjarhurðina til að vitja um féð í fjárhúsunum, tók hann ljóskerið af króki á bitanum, kveikti á kveiknum með eldspýtu og dró ullartreflinum þétt upp að höku.“ According to the passage, what did the grandfather do immediately before pulling the scarf up to his chin?

A.Hann opnaði útihurðina og kallaði á hundinn

B.Hann fór úr stígvélunum og settist aftur við eldinn

C.Hann kveikti á kveik ljóskersins með eldspýtu

D.Hann slökkti á öllum ljósum í bænum

Explanation: The text explicitly states the sequence of actions: he took the lantern from the hook, lit the wick with a match ('kveikti á kveiknum með eldspýtu'), and then pulled his woolen scarf tight to his chin.

4Read the following dialogue between two siblings: „– Heyrirðu, Halla? sagði Ari og lagði hendina á öxl hennar. – Vælið í þakskegginu er hætt að hækka. Það er orðið eins og jafn söngull í stað þess að rífa í eins og áðan. – Já, svaraði Halla lágri röddu. – En það þýðir ekki að óveðrinu sé lokið. Lægðaraugað gæti verið að fara beint yfir okkur.“ What can be inferred about Halla's attitude from her words?

A.Hún er fullviss um að hættan sé alveg liðin hjá og allir geti farið að sofa

B.Hún telur að bróðir hennar skilji alls ekkert í veðurfræði og hæðist að honum

C.Hún vill strax hlaupa út í myrkrið til að leita að afa sínum

D.Hún sýnir varkárni og bendir á að lognið gæti verið tímabundið hlé í storminum

Explanation: Halla cautions Ari that the sudden easing of the wind might merely be the eye of the storm ('lægðaraugað') passing over, demonstrating caution and awareness that severe weather often resumes after a brief lull.

5Read the sentence: „Veturinn hafði lagt hvíta járnkló sína yfir allan dalinn og læst hverri lind og læk í klakabönd.“ What literary device is used in „hvíta járnkló sína,“ and what effect does it create?

A.Myndhverfing (metaphor) sem lýsir miskunnarlausum kulda og þungu frostataki vetrarins

B.Endurtekning sem á að sýna fram á hve lindirnar renna hratt

C.Vangreining sem dregur úr alvarleika vetrarkuldans

D.Kímni sem gerir grín að dýralífinu í dalnum

Explanation: Personifying winter as possessing a 'white iron claw' ('hvít járnkló') is a metaphor that emphasizes the harsh, unyielding, and gripping freeze holding the valley captive.

6Read the passage about Sigrún: „Fjaran blasti við henni þegar sjór féll út. Í miðjum sandinum stóð gamalt bátflak, hálfgrafið í svartan sandinn og vafið ferskum þara. Sigrún hægði á skrefunum. Þótt hún hefði oft gengið þessa fjöru áður hafði stórstreymi næturinnar flett ofan af flakinu á þann hátt að ný forvitni kviknaði í brjósti hennar. Hún varð að komast að því hvað leyndist undir lúgunni.“ What made Sigrún intensely interested in the wreck on this particular day?

A.Hún hafði aldrei séð sjóinn eða fjöruna fyrr á ævinni

B.Stórstreymi næturinnar hafði grafið flakið betur fram úr sandinum en áður

C.Hún sá dularfullt ljós loga inni í flakinu frá löngu færi

D.Afi hennar hafði skipað henni að hreinsa þarann af bátnum

Explanation: The text explains that although she had walked the beach many times before, the night's spring tide ('stórstreymi næturinnar') had uncovered the wreck from the sand in a new way, sparking fresh curiosity.

7Read the description of the wreck: „Tréverkið var orðið grátt og veðrað eins og rekatré sem legið hafa áratugum saman á hafi úti. Ryðgaðir naglar stóðu út úr borðunum og skeljar höfðu fest rætur djúpt í sprungunum.“ What does the description primarily suggest about the wreck?

A.Báturinn sökk líklega fyrir örfáum dögum síðan

B.Báturinn var nýsmíðaður úr fágætum erlendum viði

C.Báturinn hefur legið óhreyfður og yfirgefinn í mjög langan tíma

D.Eigandi bátsins er nýbúinn að gera við hann fyrir veturinn

Explanation: Gray weathered timber resembling old driftwood, rusted nails, and shells embedded deeply in wood cracks indicate that the vessel has been exposed to weather and sea for a long time.

8Read the excerpt: „Sigrún teygði fram hendina til að snerta lúguna. Í sama mund heyrðist skrjáfa í möl fyrir aftan hana. Fótatak. Hægt, taktfast og nálægt. Hún fraus í spori, hélt niðri í sér andanum og þorði ekki að snúa sér við.“ How does the author create suspense in this part of the narrative?

A.Með því að láta persónuna sofna og dreyma um ævintýri

B.Með því að telja upp allar tegundir skelja sem finnast í fjörunni

C.Með löngum útskýringum á sögu sjávarútvegs á Íslandi

D.Með því að stöðva hreyfingu söguhetjunnar skyndilega og beina athyglinni að óvæntu hljóði

Explanation: The author builds narrative suspense by interrupting Sigrún's action right at the climax of opening the hatch, freezing her in place ('fraus í spori'), and focusing on unexplained approaching footsteps in the gravel.

9Read the dialogue: „– Þú ert snemma á ferli í fjörunni, væna mín, heyrðist djúp rödd segja. Sigrún sneri sér við og sá Guðmund gamla trillukarl standa með hendur í vösum. Hann brosti út í annað munnvikið og augun voru hálflokuð gegn napurri golunni. – Ég hélt... ég hélt að enginn vissi af þessu flaki nema ég, stamaði Sigrún. – Ha! Þetta flak man meira en bæði við samanlagt, svaraði Guðmundur og kinkaði kolli.“ What do Guðmundur's manner and speech suggest about his character?

A.Hann er rólegur, reyndur og hefur góðlátlegan skilning á forvitni hennar

B.Hann er reiður og hyggst vísa Sigrúnu burt af einkalóð sinni

C.Hann er hræddur við bátflakið og varar hana við illum öndum

D.Hann þekkir Sigrúnu alls ekki og heldur að hún sé útlenskur ferðamaður

Explanation: Guðmundur speaks affectionately ('væna mín'), wears a wry, gentle half-smile ('brosti út í annað munnvikið'), and nods with calm familiarity, showing a seasoned elder who understands and tolerates her youthful wonder.

10Read the sentence from the passage: „Koman að flakinu leiddi í ljós ófyrirséð vandamál: lúgan var rammgerð og reyrð saman með ryðguðum járnspöngum.“ What does the word „ófyrirséð“ mean in this sentence?

A.Sem búist hafði verið við fyrirfram

B.Sem var óvænt og hafði ekki sést eða reiknað verið með fyrirfram

C.Sem var ótrúlega auðvelt viðfangs og leyst á augabragði

D.Sem var ólöglegt samkvæmt landslögum

Explanation: The word 'ófyrirséð' is composed of 'ó-' (un-) and 'fyrirséð' (foreseen), meaning unexpected, unforeseen, or not anticipated in advance.

About the Stöðu- og framvindupróf í lesskilningi Exam

Stöðu- og framvindupróf Matsferils í lesskilningi is Iceland's mandatory national digital reading-comprehension assessment administered to compulsory-school pupils in grades 4, 6, and 9 (and available optionally for grades 4–10) under Reglugerð nr. 191/2026. Developed and administered by the Directorate of Education and School Services (Miðstöð menntunar og skólaþjónustu — MMS), the assessment measures three core reading comprehension processes: retrieving information (sækja upplýsingar), interpreting and inferring (túlka og álykta), and reflecting and evaluating (ígrunda og meta). Younger pupils (grades 4–5) encounter two reading selections while older pupils encounter three, spanning literary narratives (bókmenntatextar), informational texts (upplýsingatextar), and argumentative or opinion essays (skoðanatextar). The examination has no pass or fail score; instead, results are reported via percentage correct, relative cohort position, and a standardized 1–19 scale centered around a national mean of 10. OpenExamPrep provides this independent practice bank as an English-language MCQ study adaptation, preserving Icelandic passages, vocabulary, and response options while offering English explanations for self-directed preparation. This resource is produced independently by OpenExamPrep and is not an official translation, endorsed simulation, or product of Miðstöð menntunar og skólaþjónustu.

Exam sponsor: Directorate of Education and School Services (Miðstöð menntunar og skólaþjónustu). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Computer-delivered digital reading comprehension assessment consisting of standardized selected-response questions. Grades 4–5 read two reading texts, while grades 6 and above read three texts representing literary, informational, and argumentative genres. Question tasks evaluate three comprehension processes: locate/retrieve explicit details (sækja upplýsingar), infer and interpret meaning (túlka og álykta), and reflect upon and evaluate content and structure (ígrunda og meta). Test forms, item sequencing, and option orders are randomized by the digital platform.

Time Limit

80 minutes (plus 10 minutes for on-screen instructions; 90 minutes maximum session)

Passing Score

None (no pass/fail threshold; results are reported as percentage correct, relative cohort position, and a 1–19 measurement scale with a national mean of 10)

Exam / Certification Fees

No candidate application fee; schools administer the compulsory public assessment

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

40% / 30% / 20% (grades 4 / 6 / 9)

Locate and Retrieve (Sækja upplýsingar)

Finding explicit facts and details in literary, informational, and argumentative texts.

50% (grades 4, 6, and 9)

Infer and Interpret (Túlka og álykta)

Connecting information, interpreting words and structures, identifying main ideas, and drawing supported inferences across text types.

10% / 20% / 30% (grades 4 / 6 / 9)

Reflect and Evaluate (Ígrunda og meta)

Assessing content and structure, author purpose, evidence, viewpoints, and presentation across text types.

Preparing for the Stöðu- og framvindupróf í lesskilningi Exam

What You Need to Know

Passing score: None (no pass/fail threshold; results are reported as percentage correct, relative cohort position, and a 1–19 measurement scale with a national mean of 10)
Assessment: Computer-delivered digital reading comprehension assessment consisting of standardized selected-response questions. Grades 4–5 read two reading texts, while grades 6 and above read three texts representing literary, informational, and argumentative genres. Question tasks evaluate three comprehension processes: locate/retrieve explicit details (sækja upplýsingar), infer and interpret meaning (túlka og álykta), and reflect upon and evaluate content and structure (ígrunda og meta). Test forms, item sequencing, and option orders are randomized by the digital platform.
Time limit: 80 minutes (plus 10 minutes for on-screen instructions; 90 minutes maximum session)
Exam / certification fees: No candidate application fee; schools administer the compulsory public assessment Official sources

Using Our Practice Resources

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Stöðu- og framvindupróf í lesskilningi: Suggested Study Strategy

1Practice active reading across diverse Icelandic text genres, including short fiction, natural science articles, and contemporary opinion pieces.

2Target the three official reading comprehension processes: retrieving explicit details, making contextual inferences, and critically evaluating claims.

3Expand your Icelandic academic and compound vocabulary, noting nuances in word formation and idiomatic phrases.

4Pay attention to transition words and discourse connectors (such as hins vegar, þar af leiðandi, and þrátt fyrir) to follow argument flow.

5Practice reading on a screen under timed conditions to build familiarity and endurance for the 80-minute digital test format.

6Analyze explanations for incorrect choices to avoid common pitfalls such as overgeneralized statements or out-of-context facts.

Frequently Asked Questions

What is Stöðu- og framvindupróf Matsferils í lesskilningi?

It is the official national digital reading comprehension assessment in Iceland, developed and administered by Miðstöð menntunar og skólaþjónustu (MMS) under Reglugerð nr. 191/2026. The test measures reading ability across three text genres: literary fiction, informational texts, and opinion/argumentative writing.

Which pupils are required to take the Matsferill reading assessment?

Under Reglugerð nr. 191/2026, participation is mandatory for all compulsory-school students in grades 4, 6, and 9 across Iceland. In addition, schools have the option to administer the assessments to students in other grades from 4 through 10 to track longitudinal progress.

How long is the test, and how is it delivered?

The examination is delivered electronically on school computers. Pupils are allocated 80 minutes of active test time plus 10 minutes for introductory instructions, creating a maximum system session of 90 minutes. According to MMS data, most pupils complete the assessment in 40 to 60 minutes.

Is there a pass or fail grade on the Matsferill assessment?

No. Matsferill is a diagnostic and progress-tracking assessment without any pass/fail cut score or graduation hurdle. Performance is reported through percentage correct, relative cohort position, and a standardized 1–19 scale where the national mean is set at 10.

When is the next national testing window listed by MMS?

The current MMS overview lists 22 February through 19 March as the next window. Schools schedule specific sessions within the published window; candidates should check the live MMS schedule for the applicable year.

Are exemptions or accommodations available for students?

Yes. The regulation permits accommodations and, in defined circumstances, exemptions based on a pupil's needs and school-level decisions. Schools should consult the current regulation and MMS instructions for the applicable process.

How does this OpenExamPrep question bank relate to the official MMS examination?

This question bank is an independent practice resource designed by OpenExamPrep. It offers an English-language MCQ study adaptation using Icelandic reading passages and terminology, but it is not an official translation, government publication, or simulated test from Miðstöð menntunar og skólaþjónustu.