[閒聊] 增加英文閱讀速度的小撇步- 看板NSYSU

一位剛從碩班畢業的政大學長之前丟給我一篇資料，講述如何增加英文閱讀。

跟我之前念的工具書結合後受益不少， 趁著一點時間把它翻譯出來， ... 批踢踢實業坊 › 看板NSYSU 關於我們 聯絡資訊 返回看板 作者aking345(逍凡)看板NSYSU標題[閒聊]增加英文閱讀速度的小撇步時間SatOct2011:40:032012 一位剛從碩班畢業的政大學長之前丟給我一篇資料，講述如何增加英文閱讀。

跟我之前念的工具書結合後受益不少， 趁著一點時間把它翻譯出來，方便自己練習。

(末段有簡要的中文翻譯) 傳聞如果你願意耐著性子讀完並把這些技巧應用在此篇資料上，你的英文閱讀速度就已經 實質進步了。

本文譯者為中山學生，發文IP為117，露兩點中山點，謝謝手下留情。

原文如下 TipsforIncreasingReadingSpeed Asoureyesmoveacrossthepagetheymakeaseriesofjerkymovements. Whenevertheycometorestonawordthatiscalledafixation.Mostpeople fixateonceoneachwordacrossalineofprint.Inordertomakeourspeed increasewemusttakeinmorewordswitheachfixation,ratherthanmakeour eyesmovefaster. 1.Trytoavoidfocusingoneveryword,butratherlookatgroupsof2to3 words.Forinstance,thissentencecouldbegroupedinthismanner: forinstance/thissentence/couldbegrouped/inthismanner' 2.Workonvocabularyimprovement.Familiarizeyourselfwithnewwordssoyou don'tgetstuckonthemwhenyoureadthemagain. 3.Readmore!15minutesadayofreadinganaveragesizenovelequals18 booksayearatanaveragereadingspeed! 4.Determineyourpurposebeforereading.Ifyouonlyneedmainideas,then allowyourselftoskimthematerial.Don'tfeelyoumustreadveryword. 5.Spendafewminutesadayreadingatafasterthancomfortablerate(about 2to3timesfasterthanyournormalspeed).Useyourhandoranindexcard toguideyoureyesdownthepage.Thentimeyourselfreadingafewpagesat yournormalspeed.You'llfindthatoftenyournormalreadingspeedwill increaseafteryourskimmingpractice. 6.Ifyouhavepoorconcentrationwhenreading,practicereadingforonly5- 10minutesatatimeandgraduallyincreasethistime. 7.Thereareseveralbooksonincreasingreadingspeedavailableinmost bookstores.Ifyouareseriousaboutincreasingyourrateyoumaywantto worksystematicallythroughoneofthesebooks SUGGESTIONSFORIMPROVINGREADINGSPEED ImprovementofReadingRate Itissafetosaythatalmostanyonecandoublehisspeedofreadingwhile maintainingequalorevenhighercomprehension.Inotherwords,anyonecan improvethespeedwithwhichhegetswhathewantsfromhisreading. Theaveragecollegestudentreadsbetween250and350wordsperminuteon fictionandnon-technicalmaterials.A"good"readingspeedisaround500to 700wordsperminute,butsomepeoplecanreadathousandwordsperminuteor evenfasteronthesematerials.Whatmakesthedifference?Therearethree mainfactorsinvolvedinimprovingreadingspeed:(1)thedesiretoimprove, (2)thewillingnesstotrynewtechniquesand(3)themotivationtopractice. : Learningtoreadrapidlyandwellpresupposesthatyouhavethenecessary vocabularyandcomprehensionskills.Whenyouhaveadvancedonthereading comprehensionmaterialstoalevelatwhichyoucanunderstandcollege-level materials,youwillbereadytospeedreadingpracticeinearnest. TheRoleofSpeedintheReadingProcess Understandingtheroleofspeedinthereadingprocessisessential.Research hasshownacloserelationbetweenspeedandunderstanding.Forexample,in checkingprogresschartsofthousandsofindividualstakingreadingtraining, ithasbeenfoundinmostcasesthatanincreaseinratehasbeenparalleled byanincreaseincomprehension,andthatwhereratehasgonedown, comprehensionhasalsodecreased. Althoughthereisatpresentlittlestatisticalevidence,itseemsthat ploddingword-by-wordanalysis(orwordreading)inhibitsunderstanding. Thereissomereasontobelievethatthefactorsproducingslowreadingare alsoinvolvedinloweredcomprehension.Mostadultsareabletoincrease theirrateofreadingconsiderablyandratherquicklywithoutlowering comprehension.Thesesameindividualsseldomshowanincreasein comprehensionwhentheyreducetheirrate.Inothercases,comprehensionis actuallybetterathigherratesofspeed.Suchresults,ofcourse,are heavilydependentuponthemethodusedtogaintheincreasedrate.Simply readingmorerapidlywithoutactualimprovementinbasicreadinghabits usuallyresultsinloweredcomprehension. FactorsthatReduceReadingRate Someofthefactswhichreducereadingrate:(a)limitedperceptualspan i.e.,word-by-wordreading;(b)slowperceptualreactiontime,i.e.,slowness ofrecognitionandresponsetothematerial;(c)vocalization,includingthe needtovocalizeinordertoachievecomprehension;(d)faultyeyemovements, includinginaccuracyinplacementofthepage,inreturnsweep,inrhythmand regularityofmovement,etc.;(e)regression,bothhabitualandasassociated withhabitsofconcentration;(f)faultyhabitsofattentionand concentration,beginningwithsimpleinattentionduringthereadingactand faultyprocessesofretention;(g)lackofpracticeinreading,duesimplyto thefactthatthepersonhasreadverylittleandhaslimitedreading interestssothatverylittlereadingispracticedinthedailyorweekly schedule;(h)fearoflosingcomprehension,causingthepersontosuppress hisratedeliberatelyinthefirmbeliefthatcomprehensionisimprovedifhe spendsmoretimeontheindividualwords;(i)habitualslowreading,inwhich thepersoncannotreadfasterbecausehehasalwaysreadslowly,(j)poor evaluationofwhichaspectsareimportantandwhichareunimportant;and(k) theefforttoremembereverythingratherthantorememberselectively. Sincetheseconditionsactalsotoreducecomprehensionincreasingthe readingratethrougheliminatingthemislikelytoresultinincreased comprehensionaswell.Thisisanentirelydifferentmatterfromsimply speedinguptherateofreadingwithoutreferencetotheconditions responsiblefortheslowrate.Infact,simplyspeedingtherateespecially throughforcedacceleration,mayactuallyresult,andoftendoes,inmaking therealreadingproblemmoresevere.Inaddition,forcedaccelerationmay evendestroyconfidenceinabilitytoread.Theobvioussolutionthenisto increaserateasapartofatotalimprovementofthewholereadingprocess. Thisisafunctionofspecialtrainingprogramsinreading. BasicConditionsforIncreasedReadingRate Awellplannedprogrampreparesformaximumincreaseinratebyestablishing thenecessaryconditions.Fourbasicconditionsinclude: 1.Haveyoureyeschecked.Beforeembarkingonaspeedreadingprogram,make surethatanycorrectableeyedefectsyoumayhavearetakencareofby checkingwithyoureyedoctor.Often,veryslowreadingisrelatedto uncorrectedeyedefects. 2.Eliminatethehabitofpronouncingwordsasyouread.Ifyousoundout wordsinyourthroatorwhisperthem,youcanreadslightlyonlyasfastas youcanreadaloud.Youshouldbeabletoreadmostmaterialsatleasttwoor threetimesfastersilentlythanorally.Ifyouareawareofsoundingor "hearing"wordsasyouread,trytoconcentrateonkeywordsandmeaningful ideasasyouforceyourselftoreadfaster. 3.Avoidregressing(rereading).Theaveragestudentreadingat250wordsper minuteregressesorrereadsabout20timesperpage.Rereadingwordsand phrasesisahabitwhichwillslowyourreadingspeeddowntoasnail'space. Usually,itisunnecessarytorereadwords,fortheideasyouwantare explainedandelaboratedmorefullyinlatercontexts.Furthermore,the slowestreaderusuallyregressesmostfrequently.Becausehereadsslowly, hismindhastimetowanderandhisrereadingreflectsbothhisinabilityto concentrateandhislackofconfidenceinhiscomprehensionskills. 4.Developawidereye-span.Thiswillhelpyoureadmorethanonewordata glance.Sincewrittenmaterialislessmeaningfulifreadwordbyword,this willhelpyoulearntoreadbyphrasesorthoughtunits. RateAdjustment Poorresultsareinevitableifthereaderattemptstousethesamerate indiscriminatelyfora-1typesofmaterialandforallreadingpurposes.He mustlearntoadjusthisratetohispurposeinreadingandtothedifficulty ofthematerialheisreading.Thisrangesfromamaximumrateoneasy, familiar,interestingmaterialorinreadingtogatherinformationona particularpoint,tominimalrateonmaterialwhichisunfamiliarincontent andlanguagestructureorwhichmustbethoroughlydigested.Theeffective readeradjustshisrate;theineffectivereaderusesthesamerateforall typesofmaterial. Rateadjustmentmaybeoveralladjustmenttothearticleasawhole,or internaladjustmentwithinthearticle.Overalladjustmentestablishesthe basicrateatwhichthetotalarticleisread;internaladjustmentinvolves thenecessaryvariationsinrateforeachvariedpartofthematerial.Asan analogy,youplantotakea100-milemountaintrip.Sincethiswillbea relativelyharddrivewithhills,curves,andamountainpass,youdecideto takethreehoursforthetotaltrip,averagingabout35milesanhour.This isyouroverallrateadjustment.However,inactualdrivingyoumayslowdown tonomorethan15milesperhouronsomecurvesandhills,whilespeedingup to50milesperhourormoreonrelativelystraightandlevelsections.This isyourinternalrateadjustment.Thereisnosetrate,therefore,whichthe goodreaderfollowsinflexiblyinreadingaparticularselection,eventhough hehassethimselfanoverallrateforthetotaljob. Overallrateadjustmentshouldbebasedonyourreadingplan,yourreading purpose,andthenatureanddifficultyofthematerial.Thereadingplan itselfshouldspecifythegeneralratetobeused.Thisisbasedonthetotal "sizeup".Itmaybehelpfultoconsiderexamplesofhowpurposecanactto helpdeterminetheratetobeused.Tounderstandinformation,skimorscan atarapidrate.Todeterminevalueofmaterialortoreadforenjoyment, readrapidlyorslowlyaccordingtoyoufeeling.Toreadanalytically,read atamoderatepacetopermitinterrelatingideas.Thenatureanddifficulty ofthematerialrequiresanadjustmentinrateinconformitywithyour abilitytohandlethattypeofmaterial.Obviously,levelofdifficultyis highlyrelativetotheparticularreader.WhileEinstein'stheoriesmaybe extremelydifficulttomostlaymen,theymaybeverysimpleandcleartoa professorofphysics.Hence,thelaymanandthephysicsprofessormustmakea differentrateadjustmentinreadingthesamematerial.Generally,difficult materialwillentailaslowerrate;simplermaterialwillpermitafaster rate. Internalrateadjustmentinvolvesselectingdifferingratesforpartsofa givenarticle.Ingeneral,decreasespeedwhenyoufindthefollowing(1) unfamiliarterminologynotclearincontext.Trytounderstanditincontext atthatpoint;otherwise,readonandreturntoitlater;(2)difficult sentenceandparagraphstructure;slowdownenoughtoenableyoutountangle themandgetaccuratecontextforthepassage;(3)unfamiliarorabstract concepts.Lookforapplicationsorexamplesofyouownaswellasstudying thoseofthewriter.Takeenoughtimetogetthemclearlyinmind;(4) detailed,technicalmaterial.Thisincludescomplicateddirections, statementsofdifficultprinciples,materialsonwhichyouhavescant background;(5)materialonwhichyouwantdetailedretention. Ingeneral,increasespeedwhenyoumeetthefollowing:(a)simplematerial withfewideaswhicharenewtoyou;moverapidlyoverthefamiliarones; spendmostofyourtimeontheunfamiliarideas;(b)unnecessaryexamplesand illustrations.Sincetheseareincludedtoclarifyideas,moveoverthem rapidlywhentheyarenotneeded;(c)detailedexplanationandidea elaborationwhichyoudonotneed,(d)broad,generalizedideasandideas whicharerestatementsofpreviousones.Thesecanbereadilygrasped,even withscantechniques. Inkeepingyourreadingattackflexible,adjustyourratesensitivityfrom articletoarticle.Itisequallyimportanttoadjustyouratewithinagiven article.Practicethesetechniquesuntilaflexiblereadingratebecomes secondnaturetoyou. Summary Insummary,evidencehasbeencitedwhichseemstoindicateaneedforand valueofarapidrateofreading,whileatthesametimeindicatingthe dangersofspeedinreading,assuch.Wehaveattemptedtopointoutthe relationshipbetweenrateofreadingandextentofcomprehension,aswellas thenecessityforadjustmentofreadingrate,alongwithwholereading attack,tothetypeofmaterialandthepurposesofthereader. Finally,thefactorswhichreducerateweresurveyedasabasisforpointing outthatincreaseinrateshouldcomeinconjunctionwiththeeliminationof theseretardingaspectsofthereadingprocessandasapartofanoverall readingtrainingprogramwhereincreaseinrateiscarefullypreparedforin thetrainingsequence. TIPSFORIMPROVINGYOURREADINGSPEED Thepurposeofthissectionistoteachyouhowtoincreaseyoureading speed.ShortlywewillbeaddingasectionforreadingBETTERasopposedto FASTER. Weallhaveacapacityforreadingmuchfasterthanwetypicallydo.Our readingspeedchangesaswegothroughlife.Whenweareinhighschool,we gothroughabouttwohundredwordsaminute.Wegettocollegeand,because wehavetoreadfasterduetomoretimeconstraintsandamuchgreateramount toread,wereadfaster.Mostpeopleincollegeaverageabout400wordsper minute.Thenwegetoutofcollege,andnowwedon'thavetoreadsofast. Therearenolongertimeconstraints,andwecanreadslowandeasy.Wefind ourselvesdroppingbackdowntoabout200wordsperminute. Thinkofreadinglikeyoudoamuscle,themoreyouread,thebetteryouget atit,thefasteryou'regoingtoread.Andwehaveagreatcapacityfor readingfaster.Wearen'tevenscrapingthesurfaceofhowfastwecanread. Yousee,wehave1,000,000,000,000braincells.Infact,theinner connections,thesynapses,inourmindarevirtuallyinfinite.Ithasbeen estimatedbyaRussianscientistthatthenumberofsynapseswehavewouldbe onefollowedby10millionkilometersofzeros.Ourphysicalcapacityfor readingisbeyondourcomprehension.Ourvisualunithasthecapabilityto takeinafullpageoftextin1/20ofasecond.Ifwecouldturnthepages fastenough,ourbraincouldprocessitfasterthanoureyescanseeit.If wecouldturnthosepagesfastenough,oureyeshavethecapacitytoreada standardbookinsixtotwenty-fivesecondsdependingonthelengthofthe book.WecouldtakeintheentireEncyclopediaBritannicainonehour.So reading700-1,000wordsaminuteiseasilywithinourreach. ThekeytoimprovingourspeedistoSIGHTREAD,andthat'swhatwearegoing toshowyouhowtodo.Wearegoingtostartbeingpuresightreaders. Obstaclesgetinourway,however.Whatdowemeanbyobstacles?Well,these arethingsthatimpedeusfromreadingfaster. REGRESSIONSarethemostwasteful.Regressionsaregoingbackoverwords.You cancallitback-skippingifyouwant.Yougobackoverwordsyoupreviously read.Peopledoitfortworeasons.Initiallywereadittoclarifythe meaningofwhatwe'rereading.Wewanttobesureofthewordswereadaswe goalong.Inourearlyyearsinschool,whenwewerefirsttaught- incorrectly-to"readslowlyandcarefully,"itbecameeasytogobackover words. Well,thisnotonlyslowsyoudown,itcausesyoucomprehensionproblems.For instance,let’ssayyouhaveasentence,"Themanjumpedoverthelog." Well,ifyouback-skip,youreadthatpassagelikethis:"Themanjumped," "theman...jumped...overthelog,""jumpedoverthelog."So,what yourbrainisprocessing,"Themanjumped,""themanjumped,""jumpedover thelog."Ourbrainisusedtoprocessingourflaws,sothebrainthinks, "OK,Iknowwhatthisclownissaying,"Themanjumpedoverthelog."But thistakestimetosortout.Andit'sconfusing.Thinkhowmucheasierit wouldbeifyousimplytookthesentenceinonesight,"Themanjumpedover thelog."There'snoconfusionthere.Thenyoumoveontothenextphrase. Regressingorback-skippingisthemostharmfulthingwedotoslowour readingspeed. OursecondobstacleisthatwehaveBADHABITSthatwepickup.Badhabits manifestthemselvesinanumberofways.Forone,you'vegotpeoplewhohave MOTORhabitsastheyread.Thesearethepeoplewhoaretappingapencilwhen theyread,tappingafootwhentheyread,movingabook,flickingtheirhand, etc.Ifthey'resittingnexttoyou,theydriveyounuts.Buttheyarethe peoplewhohavetobemovingwhiletheyread. Somemayevenmovetheirlips.Iftheydothat,they'rekindofedgingover intoanotherbadhabitwherewefindAUDITORYreaders.Thisisthebadhabit thatwehavethatisthehardesttodrop.Auditoryreadingisdifficultto beatbecauseweareusedtoreadingandhearingthewordsinourminds.Some peopleevengosofarastomumblethewords.Youcanseetheirlipsmoving sometimes,oryoucanevenhearagutturalgrowlastheygothroughthewords. TheotherobstaclearetheFIXATIONS.Fixationsaretheactualstopsor pausesbetweeneye-spanswhentheeyeismovingtoitsnextfixationpoint. Wecan'tseewhiletheeyemovessoyoudoneedthefixationpointstosee. Theproblemis,mostpeoplefixatewordbywordbyword.Theystoptheireyes oneachseparateword.Thefixationsslowyoudownbecauseyouarestopping oneachword.) Theproblemthatcomesuphereisthisthat,liketheotherobstacles,it impedesconcentrationandcomprehensionaswell.Theparadoxwithreading slowlyisthatitreallyhurtsyourconcentration. Researchhasshownacloserelationbetweenspeedandunderstanding.In checkingprogresschartsofthousandsofindividualstakingreadingtraining, itsbeenfoundthatinthevastmajorityofcases,thatanincreaseinspeed readingratehasalsobeenparalleledbyanincreaseincomprehension.The ploddingwordbywordanalyzationactuallyreducescomprehension. Inthisdayandage,ourbrainsareusedtoconstantstimulation.Television, radio,evenpeopletalkingtoyou,provideconstantstimulation.Sowhenwe arereadingalongslowlyandcarefully,it'skindoflikewatchingamovie andweencounteraslowmotionscene.Theslowmotionsceneiskindof interestingatfirstbecausethemoviehasbeenmovingalongatarapidclip andnowwehaveachangeofpace.We'vegottheslowmotionsceneoftheguy gettingshotorthecouplerunningacrosstoeachotheracrossafield,and themindinitiallysays,"Oh,thisiscool.Thisissomethingdifferent." Afterawhilewegetalittleimpatientandwe'rereadyfortheguywhogot shottohittheground,orthecouplewhoarerunningacrossthefieldto finallygettoeachother.Westartthinkingaboutotherthings..we’velost ourfocusonthemovie. Thebraindoesthesamethingwhenweread.Thebrainisgettingallthe stimulationitnormallygets,thenwehitthispatchwhereyou'rereading slowly.Andboom,thebrainsays,"Idon'tlikethis.IthinkI'mgoingto startthinkingaboutsomethingelse."Andthereaderstartsthinkingabout thedatetheyhadSaturdaynightorthedatetheyhopetohaveSaturday night.Andtherefore,you'vegotanotherimpedimenttocomprehendingthe readingcorrectly. OK,whatdowedo?Well,thereareseveralthingswearegoingtodoto increasereadingspeed.Firstofall.wearegoingtoincreasetheEYESPAN. Eyespanisthenumberofwordsthatyoutakeinasyoulookatthewords.In otherwords,ifmyeyespanisjustoneword,Iamgoingtomovefromwordto wordtoword.Ifmyeyespanistwowords,Iamgoingtomovealongtwiceas fast.Ifmyeyespanisthreewords,threetimesasfast.IfIammoving alonginphrases,I'mflyingalongprettygood. That'swhereyouincreasetherateofeyespan.Youalsowanttolearnto workinTHOUGHTUNITS.Thoughtunitshelpyoumovefaster.Thisiswhereyou groupthewordsaccordingtocontext.Forinstance,let’ssayyouhave,"He saidsomething."It'seasytoputthatinaphrase,thenyoumovetothenext phrase.IfIhadthissentence,"It'ssafetosaythatalmostanyonecan doublehisspeedofreadingwhilemaintainingequalorhighercomprehension." IfIwanttoreadthatinphrases,"It'ssafetosaythatalmost anyone.......candoublehisspeed........ofreadingwhile maintaining.......equalorevenhighercomprehension."Youmovemuchfaster thatway. So,wearegoingtoincreasethenumberofwordsweseeandwearegoingto groupthemaccordingtocontext.Oneofthekeythingsthatwearealsogoing toworkonisRETURNEYESWEEP.Whenyougettotheendofthesentenceor theendofthelineonthewrittenpage,ifyoureyemeandersbacktothe otherside,youhaveachancetopickupwords.Ifyou'repickingupwords andyou'resightreading,thatcanbeconfusing.Soyouwanttodramatically, quickly,forcefully,gofromtheendofonelinetothebeginningofthenext one.Usingafingertiporpenasapointerisagreatwaytoquicklyand directlytothenextline. TheotherthingthathelpsusincreaseourspeedisCONFIGURATION.Asyou readfasterandfaster,you'vegottolearntorelyonyourincreased recognitionofhowwordsareconfigured,howtheylook,asyoudoit.In otherwords,"material"looksdifferentthan"response"."Recognition"looks differentthan"perceptual".Thewordshavevisualconfigurations.Asyou learntoreadfasterandfasteryoulearntopickupontheconfigurations and,asyoudobetterandbetter,yourskillsatthisimprovewithpractice. So,wearegoingtohavenoREGRESSIONS,noVOCALIZATIONS,andincreasedEYE SPAN.That'sthewaytotruesightreading.Howdowedothis? First,weavoidtheproblemareas.Weavoidthelimitedeye-spanbyexpanding thenumberofwordsthatwetakein.Wegetridofregressionsandwegetrid ofthereturneyesweepproblembyusingapointer.Youcanuseapen,a pencil,evenyourfinger.Thatgivesyouapointoffocusforyoureyes.It helpsyoufocusonthepage,andyoumovefasterbecauseyoucandictatehow fastyouaremovingacrossthepage.Youreyewillfollowyourfinger,or pen,orpencil. Absolutelystayawayfromthevocalizations.Youhavegottobeasight reader.Youhavegottoreadfastenoughsothatyoudon'thavetimetohear thewords.Thiswayyouarecomprehendingsimplywithyoureyes. Youalsoneedtokeepinmindthatyoudon'talwaysreadatthesamespeed. Ifyou'vegotacarthatwillgo120milesperhour,you'renotgoingto drivethatcare120milesperhourinashoppingcenter.You'dgetkilledand getaheckofaticket.Butyoumay,onahighwaywhenyouarepassingacar, getituptoahighspeed.Whenyouareinthatshoppingcenter,youare goingtobedrivingabout30milesperhour. It'sthesamethingwithreading.Thisisspecificallyaddressedinour BetterReadingsection.Butyoumustlearnthatyouspeedreadincertain areasandthereareotherareasthatmaybeparticularlydense,thatmayhave somethingthat'sparticularlyconfusingtoyou,whenyouwillneedtoslow downandreadinshorterphrases,smallergroupingsofwordssothatyoucan comprehenditclearly.Itmaybeaparticularlydensepassagewhereeachword hasgreatdealofmeaning.Itmaybeevenanunusualorspecificword. Let'slookatwhatwe'vegottodotopracticeit.Thebigstephereisto simplyreadfaster.Itsoundslikesuchasimplestatement,italmostsounds stupid.Butit'swhatyouhavetodo.Youhavetofocuson"I'mgoingtoread faster,"first. Comprehensioncomeslater.Practicereadingwithoutagreatconcernfor comprehension.Inclinicalterms,wecallthisthecomprehensionlag.It takesthemindasmanyastentofifteendaystoadapttothenewreading rate. Youaregoingtogothroughperiods,practiceperiods,youcan'tuseon schoolbooks,butit'sapracticeperiodwhereyouaresimplyadaptingto readingthatmuchfaster.Comprehensionlagsforawhilebutwhenitcatches upitmakesastunningdifference. Agoodplacetopracticethisismagazinesornewspapers.Theyhavenarrow columnsthatalmostmakeaperfectthoughtunit.Youcanalmostgostraight downthecolumn,takingthatfingerandputttingitinthemiddleofthe columnandmovingitstraightdownthepage.Youwillbestunnedhowsoonyou willbeabletoimproveandcomprehendwhatyouarereading thatway.Youfindthatit'squick.It'seasyreading. 中文翻譯: 增加閱讀速度的小撇步 1.集中在片語或是短句子，不要浪費時間在單字上。

2.增加自己的單字能力。

3.找時間多讀!每天15分鐘的閱讀=一年多了十八本書的閱讀量，自然增加速度 4.閱讀前確定此次閱讀的目標，如果只是想抓到核心想法，就不要在每個單字上繞圈圈。

5.每天幾次的快速閱讀，再去體會自己的正常閱讀速度。

通常讀速是從正常閱讀的方面進 步。

6.如果很難集中心神閱讀，先試著一次5-10分鐘的閱讀方法，再慢慢增加。

7.系統性地閱讀。

有關增加閱讀速度的建議: 1.想改進的慾望2.對於學習新技巧的熱誠3.是否有練習的動機 掌握片語與理解可以提升速度。

提升速度必須是全面去更進的，否則可能摧毀信心。

I確認雙眼健康。

II改變閱讀必須發聲的習慣 III避免重新閱讀(倒退念) IIII把眼睛看到的視界擴大 速度調整: 1.隨著閱讀素材不同調整自己的速率。

2.閱讀速度的設定依據你的閱讀，計畫，預計目標與閱讀素材的特性而定。

3.閱讀素材的特性設定按照個人喜好有所不同。

4.如果是分析式的讀法，請慢慢讀。

總體而言，難讀的東西肯定讓你的速度變慢，簡單的 就會變快。

只有發現下面這些情況時，你才需要放慢速度: 1.文本或是專業術語不清楚，當下讀不通時，先放著再回頭讀。

2.難懂的句子或文法，這就必須要在當下先弄懂。

3.遇到不熟悉或抽象的概念，從作者背景資料下手會比較輕鬆。

(這邊一定要花時間弄懂 他) 4.細節，技術性的閱讀片段-複雜的方向或比較的資料，或是你個人的學科背景不足時。

5.你想要精讀時。

甚麼時候該提升速度? a.遇到你已知的概念時，你就該把時間放在不熟悉的地方 b.遇到沒有必要的舉例，尤其在這些例子有著清楚的概念隱含其中時 c.你不需要知道的特地解釋或是概念論述時 d.已知的，通識的概念甚至可以用掃描的速度瞄過即可(當然要留下印象。

) 請持續以上技巧，直到你能嫻熟地運用於確實的閱讀上。

學習的場域可以讓你維持最佳閱讀速度。

閱讀就跟健身一樣需要練習。

如何再次增進閱讀速度: 1.不要回讀。

回讀只在兩個情況下發生: (1).要更精細知道在說甚麼；(2).我們想要跟上整體脈絡 2.不要抖腳等閱讀壞習慣，甚至不要唸出聲音來。

3.不要在單字上停住 4.增開眼睛視野，讓字不要停斷，字一旦停下，思緒就會跟著停下。

5.用筆(跟著閱讀)並註記每個段落 -->這個我持保留意見，原文應該是說不要讓雙手停下，但我看到的另外一份資料是用筆 一個一個點會拖慢速度。

6.千萬不要用念出聲音的方式去閱讀 7.永遠記得不要用統一速率閱讀 8.遇到繁瑣的部分，請先將大單位畫為小單位，功效較佳。

整體練習重點先擺在閱讀速度提升，其次才是懂片語使用。

所以學校教科書並不適用這類練習，請去翻閱雜誌或報紙，有些時候讀專欄更好。

持續練習你就會發現你讀得愈來愈快，愈能掌握書中要點。

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