Suggestions for Improving Reading Speed
元宵节的来历和习俗
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.
描述心情的词语 The average college student reads between 250 and 350 words per minute on fiction and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on the materials. What makes the difference? There are three main factors involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new techniques and (3) the motivation to practice.
The Role of Speed in the Reading Process
Understanding the role of speed in the reading process is esntial. Rearch has shown a clo relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been found in most cas that an increa in rate has been paralleled by an increa in comprehension, and that where rate has gone down, comprehension has also decread. Although there is at prent little statistical evidence, it ems that plodding word-by-word analysis inhibits understanding. There is some reason to believe that the factors producing slow reading are also involved in lowered comprehension. Most adults are able to increa their rate of reading considerably and rather quickly without lowering comprehension. The same individuals ldom show an increa in comprehension when they reduce their rate. In other cas, comprehension is actually better at higher rates of speed. Such results, of cour, are heavily dependent upon the method ud to gain the incread rate. Simply reading more rapidly without actual improvement in basic reading habits usually results in lowered comprehension.
端午节的由来和习俗
Factors That Reduce Reading Rate
罕 Some of the factors which reduce reading rate: (a) limited perceptual span, i.e. word-by-word reading; (b) slow perceptual reaction, i.e. slowness of recognition and respon to the material; (c) vocalization; (d) faulty eye movements; (e) regression; (f) faulty habits of attention and concentration, beginning with simple inattention during the reading act and faulty process 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; (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 individual words; (i) habitual slow reading, in which the person cannot read faster becau 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 lectively.特长怎么填
Since the conditions act also to reduce comprehension, increasing the reading rate through eliminating them is likely to result in incread 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 in making the real reading problem more vere. In addition, forced acceleration may even destroy confidence in ability to read. The obvious solution then is to increa rate as a part of a total improvement of the whole reading process.
Basic Conditions for Incread Reading Rate
Three basic conditions include:
诸葛恪得驴1. Eliminate the habit of pronouncing words as you read. If you sound out words in your throat or whisper them, you can read only as fast as you can read aloud. You should be a
ble to read most materials at least two or three times faster silently than orally. If you are aware of sounding or "hearing" words as you read, try to concentrate on key words and meaningful ideas as you force yourlf to read faster.
2. Avoid regressing. The average student reading at 250 words per minute regress or rereads about 20 times per page. Rereading words and phras 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. The slowest reader usually regress most frequently. Becau he reads slowly, his mind has time to wander. His rereading reflects both his inability to concentrate and his lack of confidence in his comprehension skills.
3. 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 phras or thought units.
Rate Adjustment
Poor results are inevitable if the reader attempts to u the same rate indiscriminately for all types of material and for all reading purpos. He must learn to adjust his rate to his purpo in reading and to the difficulty of the material. This ranges from a maximum rate on easy, familiar, interesting material or in reading to gather information on a particular point, to a minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested.
花椒树苗
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.
职业生涯规划课程 Overall rate adjustment should be bad on your reading plan, your reading purpo, and the nature and difficulty of the material. The reading plan itlf should specify the general rate to be ud. The reading purpo can also help determine the rate. To unders
tand 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 interrelated 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 different rate adjustments in reading the same material. Generally, difficult material will entail a slower rate; simpler material will permit a faster rate.
