快速阅读

No one really knows who bred the first cats, much later called Siamese,or where they were bred, but there are many stones that suggest that the Siamese originated in southeast Asia.When they first became the Palace and Temple cats of Siam,which is present-day Thailand,they were described as pure black cats with yellow eyes.Over centuries, locked up inside of a palace in Bangkok,they were bred by unknown people into a cat closely resembling the present-day     

试论阅读速度与英语阅读教学

就目前大学英语教学里,阅读速度的效率所存在的问题,从教学角度探讨如何克服误区,在较短时间内,有较的提高阅读质量,从而推动英语教学.     

浅谈英语快速阅读

英语快速阅读受诸多因素的影响,本文对此进行了简要论述.同时对阅读者应该学习一些阅读方法、掌握一定的阅读技巧,以便提高英语阅读速度和理解力进行了探讨.     

How to Improve Reading Speed

It is well known that reading plays an important role not only in our daily life but also in learning a foreign language.And,of course,reading depends on reading speed to some degree.So it is natural that it is important to improve reading speed.     

谈提高大学英语阅读速度

阅读是大学英语教学中的一个重要部分,也是教学中的一个难点。在众多影响阅读的因素中,阅读速度是一个最关键的问题。重点探讨提高阅读速度的几种方法。希望能引导学生改变不良的阅读习惯,提高阅读速度,促进阅读水平和阅读能力的提高。     

英语阅读速度与理解率概定

我国目前使用的高中、大学英语教学大纲均强调“侧重培养阅读能力”，因而高中阶段和大学阶段的英语阅读能力培养应是一个怎样的框架，两学段英语阅读能力培养的教学衔接该运用何种相互可以照应的模式，是阅读教学中应研究的问题。阅读能力体现为理解率和阅读速度，要搞好大学英语的阅读教学与研究，必须提出英语阅读速度和理解率指标，框化出英语教学中指导学生高效阅读的模式，才能促进学生英语阅读水平以及教师教学水平的提高。     

速读、速听:一种提高学生英语听力的方法

本文是作者根据自己的教学经验 ,结合目前大学生听力水平上不去的实际情况 ,对方万胜先生所著的《速听学英语》一书中所讲的学习方法加以整理、概括 ,试图找出一种适合大学生们提高英语听力的有效途径。文中提出三点 :1.用“音乐”来训练耳朵 ;2 .速读 +速听 ;3.“音”一定要掌握。     

影响英语阅读速度的因素及解决途径

较快的阅读速度是有效获取信息的前提。不良阅读习惯、词汇量欠缺、阅读方法不当是影响阅读速度和效率的主要因素，克服这些缺点有利于提高阅读速度。     

从认知机制谈高级阶段的快速阅读训练

以阅读的认知机制理论为依据，讨论对外汉语教学高级阶段的快速阅读训练，针对学生中普遍存在的问题，提出了一些行之有效的应对措施。     

Relationships between Reading Flexibility and Speed Gains

Abstract

Thirty-nine Ss in a college developmental reading program were classified according to initial flexibility ratios. Low, medium and high flexibility groups were formed. The hypothesis that the more flexible readers would accrue greater speed gains was supported. An analysis of variance and later multiple comparisons showed the high flexibility group to be significantly different from the low and medium groups.     

浅议提高英语阅读速度的方法与技巧

本文从培养良好的阅读习惯和掌握科学的阅读方法等四个方面简要地介绍了提高英语阅读速度的技巧.     

英语词缀法——提高英语阅读速度的重要方法

词汇量少是提高英语阅读速度的一个障碍。通过英语词缀法来记忆单词、扩大词汇量是最科学、最有效果的方法之一。但是在掌握这种方法过程中存在一定的困难。文章分析了这些困难,试图找出问题的所在及解决办法,来帮助学习者提高英语学习的效率。     

探讨英语快速阅读的问题与技巧

信息时代的信息爆炸,学生时代的应试之需,提高快速阅读能力,势在必行。掌握必要的阅读技巧,克服不良的主客观因素,将是提高快速阅读能力的关键。     

The Contribution of Naming Speed to the Simple View of Reading

The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension, after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough, P.B. & Tunmer, W.E. (1986). Remedial and Special Education 7, 6–10]), and phonological awareness. In grade 3, word decoding was measured with the Woodcock [(1998). Woodcock Reading Mastery Tests – Revised. Circle Pines, MN: American Guidance Services]. Word Identification and Word Attack subtests, listening comprehension with the Woodcock (1991) [Woodcock Language Proficiency Battery – Revised. Chicago: Riverside Publishing Company] test of Listening Comprehension, naming speed with a picture naming task, and 4 measures assessed phonological awareness. Reading comprehension was assessed in grades 3, 4, and 5 with the Woodcock (1998) Passage Comprehension subtest and in grade 5 with the Gates–MacGinitie reading test. The Simple View was evaluated twice: first, with a pseudoword measure for decoding (Grapheme–Phoneme-conversion product) and, second, with a word identification measure for decoding (word recognition product). Hierarchical regression and commonality analyses indicated that the decoding and listening comprehension products accounted for considerable variance in reading comprehension. Naming speed had a small but significant effect after accounting for the Grapheme–Phoneme-conversion product (2–3%), but little effect after accounting for the word-recognition product (0–2%). Subgroup analyses indicated that naming speed had its primary effect for less able readers. Commonality analyses supported the interpretation that naming speed contributes after the Grapheme–Phoneme-conversion product but not after the word recognition product because naming speed has already had its effect upon word recognition. These results indicate that it is important how the Simple View decoding term is defined, and that the Simple View may be incomplete, especially for less able readers.     

Improvement in Rapid Reading as Related to Visual Acuity and Initial Reading Speed

Abstract

College freshmen enrolled in a rapid reading course were assigned to one of two groups on the basis of visual acuity. These groups were further divided on the basis of their pretest reading speed. Reading speed and comprehension measures were taken before, after, and periodically throughout the course. Results indicated that the increase in reading speed of the myopic group was significantly greater than that of the emmetropic group and that the group reading initially faster improved at a more rapid rate than did the slower group. Comprehension decreased during the course with the fast readers maintaining better comprehension. By the final measure, reading speed was more related to visual acuity than to the individual’s initial reading speed. The results were interpreted as supporting the contention that myopes are more visually oriented.     

现代教育技术下的英语快速阅读速度提高方法

阅读是英语教学的重要组成部分,而快速阅读是现代生活中获取信息的重要途径.本文结合现代教育技术的应用,以眼动理论和图式理论为基础,系统介绍了英语快速阅读速度提高的两种方法,即应用Acereader Pro和Powerpoint两个软件来提高学习者的快速阅读速度.