moa怎样提高英语阅读速度

2021年1月16日发(作者：司徒亮)

托福
.SAT.
雅思
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】通用提高阅读速度【其实看完这你的速度已经提高了】
TIPS FOR INCREASING READING SPEED
As our eyes move across the page they make a series of jerky movements. Whenever they come to
rest on a word that is called a fixation. Most people fixate once on each word across a line of print.
In order to make our speed increase we must take in more words with each fixation, rather than make
our eyes move faster.
1. Try to avoid focusing on every word, but rather look at groups of 2 to 3 words.
For instance, this sentence could be grouped in this manner:
for instance / this sentence / could be grouped / in this manner
2. Work on vocabulary improvement. Familiarize yourself with new words so you don't get stuck on
them when you read them again.
3. If you find yourself moving your lips when reading, force yourself to read faster by following (1.)
above so that you can no longer move your lips.
4. Read more! 15 minutes a day of reading an average size novel equals 18 books a year at an
average reading speed!
your purpose before reading. If you only need main ideas, then allow yourself to skim the material.
Don't feel you must read very word.
a few minutes a day reading at a faster than comfortable rate (about 2 to 3 times
faster than your normal speed). Use your hand or an index card to guide your eyes down the page.


Then time yourself reading a few pages at your normal speed. You'll find that often your normal
reading speed will increase after your skimming practice.
7. If you have poor concentration when reading, practice reading for only 5 - 10 minutes at a time and
gradually increase this time.
are several books on increasing reading speed available in most bookstores. If you are serious about
increasing your rate you may want to work systematically through one of these books
SUGGESTIONS FOR IMPROVING READING SPEED
Improvement of Reading Rate
It is safe to say that almost anyone can double his speed of reading while maintaining equal or even
higher comprehension. In other words, anyone can improve the speed with which he gets what he
wants from his reading.
The average college student reads between 250 and 350 words per minute on fiction
and non-technical materials. A around 500 to 700 words per
minute, but some people can read a thousand words per minute or even faster on these materials.
What makes the difference There are three main factors involved in improving reading speed: (1) the
desire to improve, (2) the
techniques and (3) the motivation to practice.
willingness to try new
Learning to read rapidly and well presupposes that you have the necessary vocabulary and
comprehension skills. When you have advanced on the reading comprehension materials to a level at
which you can understand college-level materials, you will be ready to speed reading practice in
earnest.


The Role of Speed in the Reading Process
Understanding the role of speed in the reading process is essential. Research has shown a close
relation between speed and understanding. For example, in checking progress charts of thousands of
individuals taking reading training, it has been found in most cases that an increase in rate has been
paralleled by an increase in comprehension, and that where rate has gone down, comprehension has
also decreased. Although there is at present little statistical evidence, it seems that plodding word-by-
word analysis (or word reading) inhibits understanding. There is somereason to believe that the
factors producing slow reading are also involved in lowered comprehension. Most adults are able to
increase their rate of reading considerably and rather quickly without lowering comprehension. These
same individuals seldom show an increase in comprehension when they reduce their rate. In other
cases, comprehension is actually better at higher rates of speed. Such results, of course, are heavily
dependent upon the method used to gain the increased rate. Simply reading more rapidly without
actual improvement in basic reading habits usually results in lowered comprehension.
Factors that Reduce Reading Rate
Some of the facts which reduce reading rate: (a) limited perceptual span ., word-by-word reading; (b)
slow perceptual reaction time, ., slowness of recognition and response to the material; (c) vocalization,
including the need to vocalize in order to achieve comprehension; (d) faulty eye movements, including
inaccuracy in placement of the page, in return sweep, in rhythm and regularity of movement, etc.;
(e) regression, both habitual and as associated with habits of concentration; (f) faulty habits of
attention and concentration, beginning with simple inattention during the reading act and faulty
processes of retention; (g) lack of practice in reading, due simply to the fact that the person has read
very little and has limited reading interests so that very little reading is practiced in the daily or weekly
schedule; (h) fear of losing comprehension, causing the person to suppress his rate deliberately in the
firm belief that comprehension is improved if he spends more time on the individual words; (i) habitual
slow reading, in which the person cannot read faster because he has always read slowly, (j) poor
evaluation of which aspects are important and which are unimportant; and (k) the effort to remember


everything rather than to remember selectively.
Since these conditions act also to reduce comprehension increasing the reading rate through
eliminating them is likely to result in increased comprehension as well.
This is an entirely different matter from simply speeding up the rate of reading without reference to the
conditions responsible for the slow rate. In fact, simply speeding the rate especially through forced
acceleration, may actually result, and
often does, in making the real reading problem more severe. In addition, forced acceleration may even
destroy confidence in ability to read. The obvious solution, then is to increase rate as a part of a total
improvement of the whole reading process. This is a function of special training programs in reading.
Basic Conditions for Increased Reading Rate
A well planned program prepares for maximum increase in rate by establishing the necessary
conditions. Four basic conditions include:
1. Have your eyes checked. Before embarking on a speed reading program, make sure that any
correctable eye defects you may have are taken care of by checking with your eye doctor. Often, very
slow reading is related to uncorrected eye defects.
2. Eliminate the habit of pronouncing words as you read. If you sound out words in
your throat or whisper them, you can read slightly only as fast as you can read aloud. You should be
able to read most materials at least two or three times faster silently than orally. If you are aware of
sounding or
you force yourself to read faster.
3. Avoid regressing (rereading). The average student reading at 250 words per minute regresses or
rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading


speed down to a snail's pace. Usually, it is unnecessary to reread words, for the ideas you want are
explained and elaborated more fully in later contexts. Furthermore, the slowest reader usually
regresses most frequently. Because he reads slowly, his mind has time to wander and his rereading
reflects both his inability to concentrate and his lack of confidence in his comprehension skills.
4. Develop a wider eye- span. This will help you read more than one word at a glance. Since written
material is less meaningful if read word by word, this will help you learn to read by phrases or thought
units.
Rate Adjustment
Poor results are inevitable if the reader attempts to use the same rate indiscriminately for a-1 types of
material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to
the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar,
interesting material or in reading to gather information on a particular point, to minimal rate on material
which is unfamiliar in content and language structure or which must be thoroughly digested. The
effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.
Rate adjustment may be overall adjustment to the article as a whole, or internal adjustment within the
article. Overall adjustment establishes the basic rate at which the total article is read; internal
adjustment involves the necessary variations in rate for each varied part of the material. As an
analogy, you plan to take a 100-mile mountain trip. Since this will be a relatively hard drive with hills,
curves, and a mountain pass, you decide to take three hours for the total trip, averaging about 35
miles an hour. This is your overall rate adjustment. However, in actual driving you may slow down to
no more than 15 miles per hour on some curves and hills, while speeding up to 50 miles per hour or
more on relatively straight and level sections. This is your internal rate adjustment. There is no set
rate, therefore, which the good reader follows inflexibly in reading a particular selection, even though
he has set himself an overall rate for the total job.


Overall rate adjustment should be based on your reading plan, your reading purpose, and the nature
and difficulty of the material. The reading plan itself should specify the general rate to be used. This is
based on the total
determine the rate to be used.
To understand information, skim or scan at a rapid rate. To determine value of material or to read for
enjoyment, read rapidly or slowly according to you feeling. To read analytically, read at a moderate
pace to permit interrelating ideas. The nature and difficulty of the material requires an adjustment in
rate in conformity with your ability to handle that type of material. Obviously, level of difficulty
is highly relative to the particular reader. While Einstein's theories may be extremely difficult to most
laymen, they may be very simple and clear to a professor of physics. Hence, the layman and the
physics professor must make a different rate
adjustment in reading the same material. Generally, difficult material will entail a slower rate; simpler
material will permit a faster rate.
Internal rate adjustment involves selecting differing rates for parts of a given article. In general,
decrease speed when you find the following (1) unfamiliar terminology not clear in context. Try to
understand it in context at that point; otherwise, read on and return to it later; (2) difficult sentence and
paragraph structure; slow down enough to enable you to untangle them and get accurate context for
the passage; (3) unfamiliar or abstract concepts. Look for applications or examples of you own as well
as studying those of the writer. Take enough time to get them clearly in mind; (4) detailed, technical
material. This includes complicated directions, statements of difficult principles, materials on which
you have scant background; (5) material on which you want detailed retention. In general, increase
speed when you meet the following: (a) simple material with few ideas which are new to you; move
rapidly over the familiar ones; spend most of your time on the unfamiliar ideas; (b) unnecessary
examples and illustrations. Since these are included to clarify ideas, move over them rapidly when
they are not needed; (c) detailed explanation and idea elaboration which you do not need, (d) broad,
generalized ideas and ideas which are restatements of previous ones. These can be readily grasped,


even with scan techniques.
In keeping your reading attack flexible, adjust your rate sensitivity from article to article. It is equally
important to adjust you rate within a given article.
Practice these techniques until a flexible reading rate becomes second nature to you.
Summary
In summary, evidence has been cited which seems to indicate a need for and value of a rapid rate of
reading, while at the same time indicating the dangers of speed in reading, as such. We have
attempted to point out the relationship between rate of reading and extent
well as the necessity for adjustment of
of comprehension, as
reading rate, along with whole reading attack, to the type of material and the purposes of the reader.
Finally, the factors which reduce rate were surveyed as a basis for pointing out that increase in rate
should come in conjunction with the elimination of these retarding aspects of the reading process and
as a part of an overall reading training program where increase in rate is carefully prepared for in the
training sequence.
Adapted by permission of RSSL, University of Maryland.
TIPS FOR IMPROVING YOUR READING SPEED
The purpose of this section is to teach you how to increase you reading speed. Shortly we will be
adding a section for reading BETTER as opposed to FASTER.
We all have a capacity for reading much faster than we typically do. Our reading
speed changes as we go through life. Whenwe are in high school, we go through about two hundred
words a minute. We get to college and, because we have to read faster