【正文】 lity to adjust your reading rate and methods to suit the type of material you are reading and your purpose for reading is called reading flexibility” (). In our real life, 100% prehension is rarely demanded. For most reading, we read for ideas, not for specific words written on the page, 直接引語即使是一個(gè)單詞或短語 —— 當(dāng)然這一定是個(gè)關(guān)鍵詞語 —— 也要標(biāo)明頁碼。可見，這篇論文主題明確、重點(diǎn)突出。 it depends on the reader’s purpose and practical needs. Fry (1963) ments that poor readers read everything in the same slow speed. They are not flexible in reading. 3. Some factors affecting reading efficiency Inefficient eye movement Most people erroneously believe that they should read word by word. However, this would cause “tunnel vision” (Mackworth, 1965, P. 67), which is very similar to seeing the world through a narrow paper tube. The more attention we pay to a single word, the more difficult for us to observe the main idea of the whole material. In addition, inefficient readers make a lot of regressions. A regression is a backward movement along a line of print (Fry, 1963). All readers make some regressions, but good readers make very few, while weak readers make a large number. Sometimes a regression means the reader has e across a new word or phrase which he does not quite understand and wishes to review. Making a regression for this purpose is justifiable. But poor readers have a habit of making much more regressions than they really need. It is possible that this habit was started by the reading material beyond the reader’s prehension ability. Extra body movement According to Fry (1963), the muscles of the eye should take the only external movement in efficient reading. And the extra body movements, such as pointing with the finger, moving the head, or the lips, often slow down reading speed. First, head movement is a mon fault. This often occurs when students are nervous. When they are reading, they aim their noses at the words they are reading. However, in fact, eye muscles are quite capable of shifting the eyes from word to word, and they need no help from neck muscles. Second, vocalization is also mon in inefficient readers. When vocalizing, readers pronounce aloud each word or whispering softly to themselves. In this situation, their reading speeds are equal to their speaking speeds. However, silent reading is nearly twice as fast as the speaking speed (Fry, 1963). So, vocalization can slow down reading. Besides the obvious movement of lips, tongue or vocal cords, there is a subvocalization that cannot be observed easily. In subvocalization, the lips, tongue or vocal cords do not move at all. But an “inner speech” (Fry, 1963, ) is persisting: inside the reader’s mind, he is saying each word to himself, clearly pronouncing each word and then listening to himself. The extra body movements discussed above are harmful to speed reading and prehension. Previous knowledge To prehend, readers have to find the interrelationship between the former knowledge in their brains and the information in front of the eyes (Smith, 1982). Previous knowledge includes every aspects of information helping to make sense of the printed visual information, such as vocabulary, syntax, and background knowledge, etc. The more previous knowledge is stored in brain, the easier for readers to predict and prehend. That’s why when readers meet some material beyond their knowledge scope, they cannot read fast. Concentration If a reader’s mind always wanders about and cannot focus on his reading, he can never read successfully. In fact, it is not the eyes but the brain that does the reading (Smith, 1982). It takes concentration to find the interrelated information in mind. Therefore, concentration is important in reading. In this part, we have seen some factors affecting reading efficiency. Getting aware of these bad habits, readers tend to get rid of them and be more efficient in reading. 4. Training methods for reading faster Base on the theories of fast reading, some training methods can be developed. And since puters can play some peculiar functions which printed materials cannot, it is necessary to use puter programs to train speed reading skills. Reading by phrases As it is stated before, good readers are able to get the ideas directly from visual information without going through the sound abstraction stage. And since they read in larger units of information, their spans of recognition are winder than slow readers’. Thus, in order to speed up the students’ reading, teachers have to train their students to drop their sound abstraction and expand their span of recognition. In this way, phrase reading can help, which requires readers to get a phrases rather than a single word in one fixation. First, the teacher can begin training by rewriting a text in the format of cards. Each of them contains only one phrase, and then the teacher flashes them in front of the students one by one. While cards are bein