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【托福.SAT.雅思.GRE.GMAT.LSAT】通用提高阅读速度【其实看完这你的速度已经提高了】TIPSFORINCREASINGREADINGSPEED*`$z0a:q5m1?)g8n.EAsoureyesmoveacrossthepagetheymakeaseriesofjerkymovements.Whenevertheycometorestonawordthatiscalledafixation.Mostpeoplefixateonceoneachwordacrossalineofprint.Inordertomakeourspeedincreasewemusttakeinmorewordswitheachfixation,ratherthanmakeoureyesmovefaster.7d-{1d1[:j,X.i+p1.Trytoavoidfocusingoneveryword,butratherlookatgroupsof2to3words.Forinstance,thissentencecouldbegroupedinthismanner:'y0M[(w9?2z%Nforinstance/thissentence/couldbegrouped/inthismanner'2.Workonvocabularyimprovement.Familiarizeyourselfwithnewwordssoyoudon'tgetstuckonthemwhenyoureadthemagain.3.Ifyoufindyourselfmovingyourlipswhenreading,forceyourselftoreadfasterbyfollowing(1.)abovesothatyoucannolongermoveyourlips.4.Readmore!15minutesadayofreadinganaveragesizenovelequals18booksayearatanaveragereadingspeed!5.Determineyourpurposebeforereading.Ifyouonlyneedmainideas,thenallowyourselftoskimthematerial.Don'tfeelyoumustreadveryword.6.Spendafewminutesadayreadingatafasterthancomfortablerate(about2to3timesfasterthanyournormalspeed).Useyourhandoranindexcardtoguideyoureyesdownthepage.Thentimeyourselfreadingafewpagesatyournormalspeed.You'llfindthatoftenyournormalreadingspeedwillincreaseafteryourskimmingpractice./[/X(S7C.I0|8~7.Ifyouhavepoorconcentrationwhenreading,practicereadingforonly5-10minutesatatimeandgraduallyincreasethistime.8.Thereareseveralbooksonincreasingreadingspeedavailableinmostbookstores.IfyouareseriousaboutincreasingyourrateyoumaywanttoworksystematicallythroughoneofthesebooksSUGGESTIONSFORIMPROVINGREADINGSPEEDb)RImprovementofReadingRate9~:d:kV?+G8A!\2J7FItissafetosaythatalmostanyonecandoublehisspeedofreadingwhilemaintainingequalorevenhighercomprehension.Inotherwords,anyonecanimprovethespeedwithwhichhegetswhathewantsfromhisreading.3~4]:a#W:g)z&]+C9m/n6}9BG,mTheaveragecollegestudentreadsbetween250and350wordsperminuteonfictionandnon-technicalmaterials.Agoodreadingspeedisaround500to700wordsperminute,butsomepeoplecanreadathousandwordsperminuteorevenfasteronthesematerials.Whatmakesthedifference?Therearethreemainfactorsinvolvedinimprovingreadingspeed:(1)thedesiretoimprove,(2)thewillingnesstotrynewtechniquesand(3)themotivationtopractice.:U4R6X%|3k-Y8I6f1L#L!KLearningtoreadrapidlyandwellpresupposesthatyouhavethenecessaryvocabularyandcomprehensionskills.Whenyouhaveadvancedonthereadingcomprehensionmaterialstoalevelatwhichyoucanunderstandcollege-levelmaterials,youwillbereadytospeedreadingpracticeinearnest.5X.A:~*Z:j.B8l3\4U2B:K:OTheRoleofSpeedintheReadingProcess/N&o#I+z:Y9x9U:fUnderstandingtheroleofspeedinthereadingprocessisessential.Researchhasshownacloserelationbetweenspeedandunderstanding.Forexample,incheckingprogresschartsofthousandsofindividualstakingreadingtraining,ithasbeenfoundinmostcasesthatanincreaseinratehasbeenparalleledbyanincreaseincomprehension,andthatwhereratehasgonedown,comprehensionhasalsodecreased.Althoughthereisatpresentlittlestatisticalevidence,itseemsthatploddingword-by-wordanalysis(orwordreading)inhibitsunderstanding.Thereissomereasontobelievethatthefactorsproducingslowreadingarealsoinvolvedinloweredcomprehension.Mostadultsareabletoincreasetheirrateofreadingconsiderablyandratherquicklywithoutloweringcomprehension.Thesesameindividualsseldomshowanincreaseincomprehensionwhentheyreducetheirrate.Inothercases,comprehensionisactuallybetterathigherratesofspeed.Suchresults,ofcourse,areheavilydependentuponthemethodusedtogaintheincreasedrate.Simplyreadingmorerapidlywithoutactualimprovementinbasicreadinghabitsusuallyresultsinloweredcomprehension.}2R.`&m(o.OFactorsthatReduceReadingRateSomeofthefactswhichreducereadingrate:(a)limitedperceptualspani.e.,word-by-wordreading;(b)slowperceptualreactiontime,i.e.,slownessofrecognitionandresponsetothematerial;(c)vocalization,includingtheneedtovocalizeinordertoachievecomprehension;(d)faultyeyemovements,includinginaccuracyinplacementofthepage,inreturnsweep,inrhythmandregularityofmovement,etc.;(e)regression,bothhabitualandasassociatedwithhabitsofconcentration;(f)faultyhabitsofattentionandconcentration,beginningwithsimpleinattentionduringthereadingactandfaultyprocessesofretention;(g)lackofpracticeinreading,duesimplytothefactthatthepersonhasreadverylittleandhaslimitedreadinginterestssothatverylittlereadingispracticedinthedailyorweeklyschedule;(h)fearoflosingcomprehension,causingthepersontosuppresshisratedeliberatelyinthefirmbeliefthatcomprehensionisimprovedifhespendsmoretimeontheindividualwords;(i)habitualslowreading,inwhichthepersoncannotreadfasterbecausehehasalwaysreadslowly,(j)poorevaluationofwhichaspectsareimportantandwhichareunimportant;and(k)theefforttoremembereverythingratherthantorememberselectively.Sincetheseconditionsactalsotoreducecomprehensionincreasingthereadingratethrougheliminatingthemislikelytoresultinincreasedcomprehensionaswell.Thisisanentirelydifferentmatterfromsimplyspeedinguptherateofreadingwithoutreferencetotheconditionsresponsiblefortheslowrate.Infact,simplyspeedingtherateespeciallythroughforc