下面是小编为大家整理的GRE快速阅读技巧（共含6篇），供大家参考借鉴，希望可以帮助到有需要的朋友。同时，但愿您也能像本文投稿人“zom999”一样，积极向本站投稿分享好文章。
GRE快速阅读技巧
1.先过了单词关。
不用文章所有单词都认识。甚至要尽量保持文章中一些名词不认识，这样可以去猜，练习猜词的能力，毕竟考试中肯定会有词不认识，要根据上下文推测下。但是一些重要的形容词，名词，动词还是要认识的，因为这些词反映了作者的态度和文章的转折啊之类的结构。而且对这些词要很熟练，一看到就能反应过来是褒义还是贬义，不能反应半天。
2.每天练习下长难句
每天都看看长难句，不要看答案，自己尽量分析。
每看完一句长难句，都做一下意群训练，这个对提高阅读速度非常非常有帮助，看长难句最好每天都看一个小时，可以增加预感，也破除了对阅读的恐惧感，看的同时做意群训练可以增加阅读速度。
3.速度训练
读GRE逻辑框架：
很多教材都介绍了很多阅读把握逻辑框架的技巧，比如not only后的跳过，but also后的重点读，however后的要重点度之类的。
大家不能盲目记这些技巧，最好要自己亲手总结，适合自己的，毕竟很多时候GRE细节题考的都是一些要”跳过的“插入语，或者for example之后的东西。如果读的时候直接跳过了，就会有问题。
其实这个读重点的方法是非常好的，however，不应该那么死记硬背的去用，要通过自己的总结，去形成一种直觉，什么后面的该读，什么后面的该快速扫过。
大家可以在刚开始读文章时，细细的读每句话，读完后，理解了整篇文章，脑子里默想下文章的框架和主旨，是什么观点，是怎么论证的，有哪些重要的证据和性质，老观点弱在哪儿，等等。然后回过头去，划出你认为是非读不可，不读就理解不了文章主旨的。而且只要读划下文字，就能达到同样快速理解文章主旨的效果。然后再做下一篇，划下一篇。等做了十篇左右，就会发现划出的文字越来越少了，自己也慢慢清楚了GRE的文章套路，哪些是会考的，哪些可以忽略。
举个例子：一般反驳老观点的文章，看到第一个词many people，就可以扫过这句找however了，因为however肯定是指出他的不足和他对比，通过however的观点，脑子里就可以推出many people 的观点，这样就可以扫过不少内容。
一定要边读边动脑子，而不是盲目的吸收信息。大家都知道新GRE是逻辑考试，不是简答的语言考试，不要用做中学英语阅读的那套。
如果阅读中遇到读不懂的长难句，就仔细破解，找主谓宾，静下心来慢慢破解个一小时，一句话总看得懂吧。这样把握了结构做题的时候，遇到主旨题，细节题，作者态度题就直接秒杀了，不用回去看文章。然后遇到细节题，回去快速定位找下，毕竟文章理解了，定位就很快。
现在新GRE考试，阅读都很短，作者很难铺开写，所以逻辑非常清晰，这样做就很适合，练习的时候，每做完一篇阅读，就先心里默想下新GRE考试逻辑结构，用最短的话概括下，再去做题。
4.最后就是漫长的卡时间训练
可以从每篇文章6分钟，5分钟，4分钟根据个人情况一步步的训练。慢慢扔掉一些以前觉得一定要读的，因为没有那么多时间。根据每篇文章分配的时间，来有取舍的读，每篇短阅读2分钟读完，能读多少是多少，但是要把文章读完，而不是很细的读了前三句，后三句根本没看。要宏观的读下全文。文章把握住逻辑结构，观点即可，细节不要太深究，加快节奏。
5.体会下阅读和arg的关系
阅读和arg很像，确实是这样，大家把一片阅读简化后，发现就是一篇arg，作者举了一堆证据妄图证明一个观点，驳斥其他观点而新G中很流行的题型，比如怎么怎么样会support，或者undermine作者观点，其实就是arg中找反例，找逻辑错误的过程这样去解题就简单多了。只是我们思考的方式不同，看arg下意识的去找错，看阅读下意识的相信作者，所以往往会反应不过来。改革后的新GRE考试，取消了原来的“类反”部分，题目类型也变得多样化了，更加加强和强调了对逻辑推理的考察还有词汇要求更加高。但是作为一个标准化的测试，出题的原则还是万变不离其宗的，只要同学们保持好心态，多加练习，增强新GRE考试阅读逻辑推理能力。
GRE考试阅读理解模拟题及答案解析
P1
Many critics of Eamily Bronte‘s novel Wuthering Heights see its second part as a counterpoint that comments on, if it does not reverse, the first part, where a “romantic” reading receives more confirmation.
Seeing the two parts as a whole is encouraged by the novel‘s sophisticated structure, revealed in its complex use of narrators and time shifts.
Granted that the presence of these elements need not argue an authorial awareness of novelistic construction comparable to that of Henry James, their presence does encourage attempts to unify the novel‘s heterogeneous parts.
However, any interpretation that seeks to unify all of the novel‘s diverse elements is bound to be somewhat unconvincing.
This is not because such an interpretation necessarily stiffens into a thesis (although rigidity in any interpretation of this or of any novel is always a danger), but because Wuthering Heights has recalcitrant elements of undeniable power that, ultimately, resist inclusion in an all-encompassing interpretation.
In this respect, Wuthering Heights shares a feature of Hamlet. (164 words)
1. According to the passage, which of the following is a true statement about the first and second parts of Wuthering Heights?
(A) The second part has received more attention from critics.
(B) The second part has little relation to the first part.
(C) The second part annuls the force of the first part.
(D) The second part provides less substantiation for a ―romantic‖ reading.
(E)The second part is better because it is more realistic.
2. Which of the following inferences about Henry James‘s awareness of novelistic construction is best supported by the passage?
(A) James, more than any other novelist, was aware of the difficulties of novelistic construction.
(B) James was very aware of the details of novelistic construction.
(C) James‘s awareness of novelistic construction derived from his reading of Bronte.
(D) James‘s awareness of novelistic construction has led most commentators to see unity in his individual novels.
(E) James‘s awareness of novelistic construction precluded him from violating the unity of his novels.
3. The author of the passage would be most likely to agree that an interpretation of a novel should
(A) not try to unite heterogeneous elements in the novel
(B) not be inflexible in its treatment of the elements in the novel
(C) not argue that the complex use of narrators or of time shifts indicates a sophisticated structure
(D) concentrate on those recalcitrant elements of the novel that are outside the novel‘s main structure
(E) primarily consider those elements of novelistic construction of which the author of the novel was aware
For the following question, consider each of the choices separately and select all that apply
4. The author of the passage suggests which of the following about Hamlet?
□A Hamlet has usually attracted critical interpretations that tend to stiffen into theses.
□B Hamlet has elements that are not amenable to an all-encompassing critical interpretation.
□C Hamlet is less open to an all-encompassing critical interpretation than is Wuthering Heights.
P2
The deep sea typically has a sparse fauna dominated by tiny worms and crustaceans, with an even sparser distribution of larger animals.
However, near hydrothermal vents, areas of the ocean where warm water emerges from subterranean sources, live remarkable densities of huge clams, blind crabs, and fish.
Most deep-sea faunas rely for food on particulate matter, ultimately derived from photosynthesis, falling from above.
The food supplies necessary to sustain the large vent communities, however, must be many times the ordinary fallout.
The first reports describing vent faunas proposed two possible sources of nutrition: bacterial chemosynthesis, production of food by bacteria using energy derived from chemical changes, and advection, the drifting of food materials from surrounding regions.
Later, evidence in support of the idea of intense local chemosynthesis was accumulated: hydrogen sulfide was found in vent water; many vent-site bacteria were found to be capable of chemosynthesis; and extremely large concentrations of bacteria were found in samples of vent water thought to be pure.
This final observation seemed decisive.
If such astonishing concentrations of bacteria were typical of vent outflow, then food within the vent would dwarf any contribution from advection.
Hence, the widely quoted conclusion was reached that bacterial chemosynthesis provides the foundation for hydrothermal-vent food chains—an exciting prospect because no other communities on Earth are independent of photosynthesis.
There are, however, certain difficulties with this interpretation.
For example, some of the large sedentary organisms associated with vents are also found at ordinary deep-sea temperatures many meters from the nearest hydrothermal sources.
This suggests that bacterial chemosynthesis is not a sufficient source of nutrition for these creatures.
Another difficulty is that similarly dense populations of large deep-sea animals have been found in the proximity of “smokers” – vents where water emerges at temperatures up to 350°C.
No bacteria can survive such heat, and no bacteria were found there.
Unless smokers are consistently located near more hospitable warm-water vents, chemosynthesis can account for only a fraction of the vent faunas.
It is conceivable, however, that these large, sedentary organisms do in fact feed on bacteria that grow in warm-water vents, rise in the vent water, and then rain in peripheral areas to nourish animals living some distance from the warm-water vents.
Nonetheless, advection is a more likely alternative food source.
Research has demonstrated that advective flow, which originates near the surface of the ocean where suspended particulate matter accumulates, transports some of that matter and water to the vents.
Estimates suggest that for every cubic meter of vent discharge, 350 milligrams of particulate organic material would be advected into the vent area.
Thus, for an average-sized vent, advection could provide more than 30 kilograms of potential food per day.
In addition, it is likely that small live animals in the advected water might be killed or stunned by thermal and/or chemical shock, thereby contributing to the food supply of vents. (479 words)
For the following question, consider each of the choices separately and select all that apply
5. The passage provides information for answering which of the following questions EXCEPT?
□A What causes warm-water vents to form?
□B What role does hydrogen sulfide play in chemosynthesis?
□C Do bacteria live in the vent water of smokers?
6. The information in the passage suggests that the majority of deep-sea faunas that live in nonvent habitats have which of the following characteristics?
(A) They do not normally feed on particles of food in the water.
(B) They are smaller than many vent faunas.
(C) They are predators.
(D) They derive nutrition from a chemosynthetic food source.
(E) They congregate around a single main food source.
7. Select the sentence in the passage in which the author implies that vents are colonized by some of the same animal found in other areas of the ocean floor, which might be a weakness for the bacterial chemosynthesis model.
8. The author refers to “smokers” in the third paragraph most probably in order to
(A) show how thermal shock can provide food for some vent faunas by stunning small animals
(B) prove that the habitat of most deep-sea animals is limited to warm-water vents
(C) explain how bacteria carry out chemosynthesis
(D) demonstrate how advection compensates for the lack of food sources on the seafloor
(E) present evidence that bacterial chemosynthesis may be an inadequate source of food for some vent faunas
P1
1
Many critics of Emily Bronte‘s novel Wuthering Heights see its second part as a counterpoint that comments on, if it does not reverse, the first part, where a “romantic” reading receives more confirmation.
许多评论家认为艾米莉·勃朗特的小说呼啸山庄的第二部分，即便没有颠覆之，也是对 通常被认为表现出一种浪漫风格的第一部分 的一种对比。
(
if it does not reverse 中的 if ，作 even though \ although perhaps 即使，即便，虽然。
)
2
Seeing the two parts as a whole is encouraged by the novel‘s sophisticated structure, revealed in its complex use of narrators and time shifts.
而小说中对叙述人称和时间转换的复杂运用，所表现出的精致的结构，又使人倾向于认为两部分是一个整体。
3
Granted that the presence of these elements need not argue an authorial awareness of novelistic construction comparable to that of Henry James, their presence does encourage attempts to unify the novel‘s heterogeneous parts.
的确，这些因素不足以得出结论说作者在小说结构上具备了 H J 那样的作者意识，但这些因素确实鼓励了把小说不同部分做统一解读的尝试。
4
However, any interpretation that seeks to unify all of the novel‘s diverse elements is bound to be somewhat unconvincing.
然而，任何尝试统一小说不同元素的解读，在某种程度上都缺乏说服力。
5
This is not because such an interpretation necessarily stiffens into a thesis (although rigidity in any interpretation of this or of any novel is always a danger), but because Wuthering Heights has recalcitrant elements of undeniable power that, ultimately, resist inclusion in an all-encompassing interpretation.
并非因为这样的解读必然堕为一种僵化的理论(尽管僵化地解读这本小说或任何一本小说总是危险的)，而是因为《呼啸山庄》包含的不可调和元素有一种无可否认的力量，最终会抗拒一种总括全局的解读。
6
In this respect, Wuthering Heights shares a feature of Hamlet. (164 words)
在这方面，《呼啸山庄》有点像《哈姆雷特》。
1. According to the passage, which of the following is a true statement about the first and second parts of Wuthering Heights?
(A) The second part has received more attention from critics.
(B) The second part has little relation to the first part.
(C) The second part annuls the force of the first part.
(D) The second part provides less substantiation for a “romantic” reading.
(E)The second part is better because it is more realistic.
选D
句 1 。
第一部分是被认为 romantic 的，第二部分作为第一部分的对比 counterpoint ，即便没有颠覆 if it does not reverse ，可知起码第二部分不像第一部分那么浪漫。
2. Which of the following inferences about Henry James‘s awareness of novelistic construction is best supported by the passage?
(A) James, more than any other novelist, was aware of the difficulties of novelistic construction.
(B) James was very aware of the details of novelistic construction.
(C) James‘s awareness of novelistic construction derived from his reading of Bronte.
(D) James‘s awareness of novelistic construction has led most commentators to see unity in his individual novels.
(E) James‘s awareness of novelistic construction precluded him from violating the unity of his novels.
选B
句 2 中介绍了一些《呼啸山庄》的特点，比如叙述人称和时间的转换等，这些特点在句 3 中明确为，need not argue 不必然得出 H J 的那种注意小说结构的作者意识，可以认为 H J 更注意小说结构。所以选 B 。
3. The author of the passage would be most likely to agree that an interpretation of a novel should
(A) not try to unite heterogeneous elements in the novel
(B) not be inflexible in its treatment of the elements in the novel
(C) not argue that the complex use of narrators or of time shifts indicates a sophisticated structure
(D) concentrate on those recalcitrant elements of the novel that are outside the novel‘s main structure
(E) primarily consider those elements of novelistic construction of which the author of the novel was aware
选B
句 5 括号里的内容 although rigidity in any interpretation of this or of any novel is always a danger ，可以得出一个作者的倾向，作者认为僵化地解释任何一本小说都不好，符合 B 的描述。
For the following question, consider each of the choices separately and select all that apply
4. The author of the passage suggests which of the following about Hamlet?
□A Hamlet has usually attracted critical interpretations that tend to stiffen into theses.
□B Hamlet has elements that are not amenable to an all-encompassing critical interpretation.
□C Hamlet is less open to an all-encompassing critical interpretation than is Wuthering Heights.
选B
根据文章，只有最后一句提到《哈姆雷特》，指两部小说都抗拒一种统一的解读，所以——
A 未知信息
B 正确
C 不能判断。两个都抗拒，不知道是不是某一个更抗拒。
P2
1
The deep sea typically has a sparse fauna dominated by tiny worms and crustaceans, with an even sparser distribution of larger animals.
深海特有一种稀疏的动物群，主要由小虫和甲壳动物组成，更大型的动物则少之又少。
2
However, near hydrothermal vents, areas of the ocean where warm water emerges from subterranean sources, live remarkable densities of huge clams, blind crabs, and fish.
然而，海底喷泉口附近，也就热水从地表下喷出的区域，有大量巨型蛤蜊，盲蟹和鱼存活。
3
Most deep-sea faunas rely for food on particulate matter, ultimately derived from photosynthesis, falling from above.
多数深海动物的食物来源，是上方的光合作用产生的微粒物质的沉降。
4
The food supplies necessary to sustain the large vent communities, however, must be many times the ordinary fallout.
然而，想满足大型海底喷口附近的动物对食物的需求，必须要数倍于一般的沉降量。
5
The first reports describing vent faunas proposed two possible sources of nutrition: bacterial chemosynthesis, production of food by bacteria using energy derived from chemical changes, and advection, the drifting of food materials from surrounding regions.
描述喷口动物群的早期报告提出两种可能的食物来源：细菌的化合作用，由利用化合作用所产生的能量的细菌来提供食物，和平流作用，由周围区域的海流循环运来食物。
6
Later, evidence in support of the idea of intense local chemosynthesis was accumulated: hydrogen sulfide was found in vent water; many vent - site bacteria were found to be capable of chemosynthesis; and extremely large concentrations of bacteria were found in samples of vent water thought to be pure.
后来，越来越多的证据支持强烈的本地化学合成说：喷出的水流中检测出了硫化氢;很多喷口附近的细菌被发现能够进行化学合成;而原以为不含细菌的喷口水样中检测到了极高程度的细菌聚集。
7
This final observation seemed decisive.
最后这项观察结果似乎是决定性的。
8
If such astonishing concentrations of bacteria were typical of vent outflow, then food within the vent would dwarf any contribution from advection.
如果所有喷口喷出的水都聚集了如此多的细菌，平流作用带来的那点食物简直无法和喷口本身提供的食物相提并论。
(
dwarf 侏儒，作动词可以指“通过比较使…显得矮小”。
本剧直译大概是，喷口内的食物将使平流作用的的贡献显得矮小，也就说平流作用带来的食物相比之下太少了。
)
9
Hence, the widely quoted conclusion was reached that bacterial chemosynthesis provides the foundation for hydrothermal - vent food chains — an exciting prospect because no other communities on Earth are independent of photosynthesis.
因此，细菌的化合为喷口附近区域的食物链提供了基础成为一个广泛的共识 —— 这是个令人激动的观点，因为地球上还有其他群体的生存能够脱离光合作用。
10
There are, however, certain difficulties with this interpretation.
然而，这种说法也有一些回答不了的问题。
11
For example, some of the large sedentary organisms associated with vents are also found at ordinary deep-sea temperatures many meters from the nearest hydrothermal sources.
比如，一些在喷口附近出现的大型固着动物也在常温深海区域被发现，距离最近的喷发热源也有数米。
12
This suggests that bacterial chemosynthesis is not a sufficient source of nutrition for these creatures.
这意味着细菌化合不足以为这些动物提供食物。
13
Another difficulty is that similarly dense populations of large deep-sea animals have been found in the proximity of “smokers” – vents where water emerges at temperatures up to 350°C.
另一个难点在于，“smokers” 附近也发现了种群密度相似的大型深海动物，“smokers” 喷出的水温度高达 350 摄氏度。
14
No bacteria can survive such heat, and no bacteria were found there.
这种温度下不可能存活、也没有发现任何细菌。
15
Unless smokers are consistently located near more hospitable warm-water vents, chemosynthesis can account for only a fraction of the vent faunas.
除非 smokers 附近总有一些更适合动物生存的温水喷口，否则化学合成只能为一部分喷口附近的动物提供食物。
16
It is conceivable, however, that these large, sedentary organisms do in fact feed on bacteria that grow in warm-water vents, rise in the vent water, and then rain in peripheral areas to nourish animals living some distance from the warm-water vents.
尽管如此，可以想象的是这些固着的大型动物实际上确实靠温水喷口的细菌提供食物，从喷口喷出的水最终回落到喷口周围，以养活喷口附近的动物。
17
Nonetheless, advection is a more likely alternative food source.
而平流作用，仍然是另一种更可能的食物来源。
18
Research has demonstrated that advective flow, which originates near the surface of the ocean where suspended particulate matter accumulates, transports some of that matter and water to the vents.
已经有研究显示，海面附近出现的平流聚集了悬浮的颗粒物质，其中一部分随水流被运到喷口。
19
Estimates suggest that for every cubic meter of vent discharge, 350 milligrams of particulate organic material would be advected into the vent area.
据估算喷口喷出的每立方米水，会有350毫克有机颗粒物质会被洋流输送到附近区域。
20
Thus, for an average-sized vent, advection could provide more than 30 kilograms of potential food per day.
所以，一个中等大小的喷口，每天通过平流作用提供超过30千克潜在的食物。
21
In addition, it is likely that small live animals in the advected water might be killed or stunned by thermal and/or chemical shock, thereby contributing to the food supply of vents. (479 words)
另外，随着平流被带走的小动物也可能被热量和化学冲击杀死，因此增加了喷口的食物供应。
For the following question, consider each of the choices separately and select all that apply
5. The passage provides information for answering which of the following questions EXCEPT?
□A What causes warm-water vents to form?
□B What role does hydrogen sulfide play in chemosynthesis?
□C Do bacteria live in the vent water of smokers?
选AB
A 温水喷口的成因是啥，不知道。
B 二氧化硫在化合过程中的作用是啥，不知道。
C smokers 喷出的水中有细菌吗，句 13、14 明确说了，不可能有，也没有发现过。
6. The information in the passage suggests that the majority of deep-sea faunas that live in nonvent habitats have which of the following characteristics?
(A) They do not normally feed on particles of food in the water.
(B) They are smaller than many vent faunas.
(C) They are predators.
(D) They derive nutrition from a chemosynthetic food source.
(E) They congregate around a single main food source.
选B
根据句 1 、2 的信息，如果不是喷口附近的动物群(经常有大蛤蜊，盲鱼等)，普通的深海动物群，主要是虫子和甲壳动物，B 符合题干。
7. Select the sentence in the passage in which the author implies that vents are colonized by some of the same animal found in other areas of the ocean floor, which might be a weakness for the bacterial chemosynthesis model.
“ For example, some of the large sedentary organisms associated with vents are also found at ordinary deep-sea temperatures many meters from the nearest hydrothermal sources. ”
喷口是细菌最密集以及活跃的区域，也因此可以解释为许多动物提供了食物源，如果典型的喷口附近出现的大型动物也出现在较远的地区，则有可能削弱化合作用的理论模型。
如果仍然要坚持化合说，则起码要解释化合产物是如何被运输到数米以外的，像文中后面那样用平流作用来解释。
8. The author refers to “smokers” in the third paragraph most probably in order to
(A) show how thermal shock can provide food for some vent faunas by stunning small animals
(B) prove that the habitat of most deep-sea animals is limited to warm-water vents
(C) explain how bacteria carry out chemosynthesis
(D) demonstrate how advection compensates for the lack of food sources on the seafloor
(E) present evidence that bacterial chemosynthesis may be an inadequate source of food for some vent faunas
选E
smokers 的特点是温度特别高，细菌不可能在这种高温环境下生存，所以提出 smokers 是为了说明，单纯用细菌化合说解释不了所有的 vent faunas
GRE阅读长篇文章特点和快速阅读技巧分析讲解
GRE阅读长篇文章文体特征介绍
GRE阅读文章一般为议论文体，而议论文与其他文体的最大差别在于，写作目的是传达作者对于某个问题的观点。大家在读GRE阅读文章的过程中第一要务，必须要判断当前的句子到底是表达的作者观点，还是表述事实信息，而前者的优先级要远远高于后者。请注意，最重要的信息是作者的观点，而不是从其他张三李四王二麻子嘴里说出来的话。
我们不难发现，表达观点的句子往往简单，很多时候用一些褒贬形容词就可以说清楚，而表述事实的句子往往复杂，涉及到实验现象与数据、历史年代与事件等。对于复杂的事实信息，我们知道它们的作用比知道它们到底是什么内容更重要。
GRE阅读长篇文章技巧：弄清主题
弄清楚这篇文章的主角(即被讨论对象)到底是什么，一篇GRE阅读文章的主角不一定是一个具体的人或者事物，也可以是某种抽象的机制。主角其实就一个，而龙套往往有一大堆。在篇幅上，主角较龙套往往也不占优势，龙套作为论证手段，有其存在的必要性。
然而,作为龙套的那一大堆细节重要性是较低的，不是阅读的重点，也不是命题的重点。大家在阅读的过程中，一旦发现有些复杂的内容所描述的对象其实是龙套，那么这些内容一概略读。这个问题在GRE阅读名篇《伊斯兰宗教法》中体现得非常明显，有兴趣的读者可以体会一下。
GRE阅读长篇文章技巧：找到观点
大多数文章的作者为了阐述自身的观点，会在文中引入对立面。首先，这种对立面可以体现为反派的观点，我们经常称之为老观点。这种老观点本身是次要的，而文章中用于支持老观点的细节就更加次要。所以，这些内容只需略读;其次，这种对立面也可以体现为文章在论述过程中用到的让步成分。有些让步成分内容复杂，语言困难，而且没有什么常规逻辑连词引导，因此难以识别。
而一旦考生纠缠于此，那么大量的时间就无谓地浪费掉了。对于这种情况，小站教育总结出的方法是：首先考生通过文首的主题段落或句子判断文章的方向(比如，作者认为某种思想到底好还是不好)，在随后的阅读过程中，一旦发现文章当中的任何内容所表述的方向与主题方向相反，那么这种内容一概略读。
GRE阅读文章多为学术论文
一篇完整的学术论文一般包含下列几个部分。一、引言部分：在这一部分主要告诉读者研究对象所处的学科类别与话题范围，研究的背景(如可行性与必要性)，以及对其他类似研究成果的介绍。
二、主体部分：该部分阐述作者自己的研究方法与理论，以及用于支持自己理论的相关实验现象或历史资料等。
三、延伸部分：在文章的尾部往往会出现话题的延伸，这种延伸的内容与主体部分并不一样，有的情况下会给主体部分的理论加一些限制补充的意见，使得在逻辑上更加严密;也有的情况下作者会提及今后进一步研究的方向。ETS在对原始论文进行压缩时，为了节省篇幅，正常情况下会只取原论文的主体部分。
上述诸点考虑，与其说是GRE阅读文章中的技巧，还不如说是一种基本功。道理上大家都能明白，但要把这些道理灵活地运用到实战中，还需要大量的训练。每当我们的阅读进程被文章中某一块难啃的骨头(难词、难句、难的原理)阻碍的时候，我们首先想到的不是到底怎样去啃，而是啃这块骨头的价值几何，这种文字价值甄别能力一旦练成，近则有益于高效突破GRE阅读题，远则有益于提高大家的文献快速阅读能力。
GRE长难句练习及解析：出版的书信全集
But those of us who hoped， with Kolb， that Kolb’s newly published complete edition of Proust’s correspondence for 1909 would document the process in greater detail are disappointed.
译文：但是我们当中的那些希望(也算上Kolb本人)Kolb新出版的19书信的全集能够更加详细的记录下这一过程的人都大失所望。
解释：该句考察的也是复杂修饰和插入语。首先是受who引导的定语从句的影响，主语those of us与谓语的距离很远是造成该句子你难以读懂的原因之一;修饰主语those of us的定语从句who hoped之中又套了一个of引导的宾语从句，宾语从句的主语complete edition又被一前一后的两个定语所修饰，让整个句子显得错综复杂难以理解是造成句子难懂的原因之二;再者，本就是从句套从句的句子当中又加入了一个小小的插入语with Kolb，这个句子虽小，但是却打断了定语从句前后完整的连接，这可谓是造成整个句子难理解的原因之三。
解法：放眼一望，不难看出本句是从句中套从句，还连带有插入语。为了避免干扰，考试可以直接跳过who引导的定于从句和with引导的成对出现逗号的插入语，直接定位到后面的句子谓语部分，化繁为简：But those of us are disappointed. 如此以来，此题志在必得。
GRE长难句练习及解析：放弃写小说
Fallois proposed that Proust had tried to begin a novel in 1908， abandoned it for what was to be a long demonstration of Saint-Beuve‘s blindness to the real nature of great writing， found the essay giving rise to personal memories and fictional developments， and allowed these to take over in a steadily developing novel.
译文：Fallois提出，Proust曾试图于19开始写一部小说，后又因为某一原因——即Saint-Beuve长期以来所展现出的对伟大文学作品真正本质的盲目无知——而放弃了它，发现该文章引发了某些个人的回忆和小说虚构情节的发展，最终让这些内容以一部稳定发展的小说这一形式取而代之。
解释：本句主要考察的是句子的复杂修饰。从that引导的宾语从句开始，以列举的方式描述其动机的变化。但是因为abandoned之后的状语 for…的结构复杂、用词抽象，并且for后面是what 引导的宾语从句中套的另外一个宾语从句，如此以来这个复杂的结构就隔断了句子前后的整体逻辑，干扰到考生对整句话的理解，所以这个结构不太容易被看出来。
解法：看到句子比较长又比较难理解，就先找句子的主谓结构，然后就不难发现该句子的大致结构为Proust had tried to…， abandoned…，found…，and allowed.。。之后再逐一解决各个小分句后面的部分，各个击破，最后整个句子的意思就迎刃而解了。
英语阅读
所谓就是利用视觉运动的规律，通过一定的方法训练，在较短的时间里阅读大量书报资料的一种科学学习方法。学会，对于扩大阅读范围，增加词汇数量，丰富语言知识，增强英语语感都大有裨益。其实快速阅读除了阅读的快速性，还包括阅读的无声性，阅读的科学性等要素，这里就介绍一下快速阅读的技巧，以使英语爱好者在日常读报、读书过程中能“游刃有余”。
阅读的快速性
要想达到此目的，关键是用特殊方法，使眼肌能灵活自如，达到视角、视幅、视停、视移等视觉最佳状态，使视线如行云流水般地快速阅读。训练方法主要有：按手指法(即目光随着手指左右、上下移动，头不要摇动)；图谱法(如点、圆、抛物线等图形目光沿着图形而快速移动)等基本功训练。
当眼肌能训练适应之后，可采用快速阅读初级方法之一的跳读法。所谓跳读法就是指眼光从一个“字群”(字群是由多个单词组成的)跳到另一个“字群”进行识读，这个过程眼球按“凝视———跳跃———凝视”的程序进行连续不断的运动，如：
The man in/the brown coat / was reading a book.
当跳读练习熟练后，可进行练习扩大视力识读文字的单位面积的训练。首先进行五个单词的练习，练习时主视区应放在中间，也就是主视中间的3个单词，两边单词用余视力扫视。如：
/We / have a colour / TV在练习五个单词达到熟练之后，就可加宽视区练习，如一下看六七个单词，甚至达到九个单词，逐渐加宽视区范围，延长目光移视长度，这样就能缩短凝视时间，达到快速阅读的目的。
阅读的无声性
快速性是快速阅读的先决条件，而速读的关键还在于“无声”训练。在阅读速度上，无声要比有声快，这是因为有声阅读是眼、脑、口、耳四个器官一起活动，文字符号反映到眼睛后再传到大脑，大脑命令嘴发音，耳在监听辨别正确与否；而无声阅读只是运用眼和脑两大器官，省去了口的发音和耳朵的监听，所以速度要快。
快速阅读的信息变换方式为：书面信息→眼睛扫描信息→大脑记忆中枢的信息。因此我们应消除读音和心音。
阅读的科学性
要顺利完成阅读过程、理解文章主旨，必须进行科学阅读，而进行科学阅读应具备以下几个条件：
-自信心
在快速阅读时，自信心是很重要的，只要我们坚信我们能成功，通过长期苦练就会实现的。
-集中注意力
快速阅读的同时还要求快速记忆，这就要求在阅读过程中除了读，还要记和理解，这时不集中注意力是很难保证“速读”的完成。
-快速理解
这是快速阅读的催化剂，就是利用已有的知识经验，去获得新的知识经验，并把新的知识经验纳入已有的知识经验系统中。要快速理解，就要运用推断法，即能根据几个单词推断出一个句子，由句子推知整个段落的意思。由于这种推断，眼睛才能停顿到最有信息含义的地方上，这就需要学会略过一些无关紧要的词汇。
如：The usual life span for shanghai men is72 years.如果阅读时不知道“s pan”的词义，但也可以推断出该句的意思是“通常上海男子的寿命是72岁”。推断法还可以运用在利用英语构词法推断新词词义。
-抓住关键词句
关键词句是联接上下文的纽带，快速阅读时抓住关键词句，许多问题就能迎刃而解。关键词句包括在开头或结尾概括大意的主题句，也包括各种关联字句，如果能把每一段落的大意抓住了，那么全篇文章的中心思想也就把握住了。
-快速记忆
快速阅读时人的注意力高度集中，这就能够巩固和促进快速记忆的成果。强化记忆有三个层次：一是死记硬背(这是必要的，不可缺少的层次)；二是联想记忆；三是理解记忆。
以阅读现代记叙文类(童话故事、作文选等)为例：要求硬记的是文题、作者、文中时间、地点、人物、姓名、名人名句等；要求联想记忆的是故事情节，包括起因、事件发展、关键情节、高潮情节、事件结局等；要求理解记忆的是关键词句、中心语、段首语、事件性质、人物命运、作者态度、人称变化、词语概念、文章中心思想等
GRE阅读解题技巧错误答案快速辨别技巧
GRE阅读常见错误干扰选项类型介绍
GRE阅读题中比较常见的错误干扰选项主要有以下几种：
1. 偏题项
这类选项比较隐蔽，其表现形式往往是内容本身是正确的，但说偏了没抓住重点，不是文章的主线。考生很容易跟正确选项混淆而选择它。
2. 反义项
有些题目本身比较长，加上一些否定和双重否定等，考生就容易理解错误，而特别设置的部分反义项，就往往会等着考生自己被绕晕了以后自投罗网。
3. 错位项
还有些错误选项，主题和修饰错位，或者把不相关的内容拼凑在一起，看似哪边都沾一点关系，其实本身却是错位选项，也很容易影响考生的判断。
4. 极端项
极端项其实是比较明显的错误干扰选项，常会使用一些代表主观判断的最高级词汇比如best/most/least，唯一性词汇比如only、alone或者比较级词汇比如better、worse等。这些选项表现出一种极端的不容否定的态度。看似很有道理其实却并正确。
5. 未提项
这种错误选项陷阱也比较常见，故意给出一些看似很有联系的新信息点，说得头头是道，考生如果因为文章篇幅较长没有阅读全文，就会以为自己没看仔细，其实这些所谓的信息都是一些根本没有出现在文章中完全和题目无关的未提及选项。
6. 主观项
这种错误选项的制定思路是根据一些常识性的推断，引导考生做出的判断，其本身带有很强的主观性，而并不是客观的事实，如果考生不加注意就很容易被带歪思路。
GRE阅读错误选项真题练习
下面小编分享一篇GRE阅读机经真题文章，帮助大家加深理解：
By far the most popular United States literature of its time was a body of now-neglected novels written between 1820 and 1870 by, for, and about women. According to Nina Baym, who has termed this genre “woman’s fiction,” the massive popularity of these novels claimed a place for women in the writing profession. The novels chronicle the experiences of women who, beset with hardships, find within themselves qualities of intelligence, will, resourcefulness, and courage sufficient to overcome their obstacles. According to Baym, the genre began with Catharine Sedgwick’s New-England Tale (1822), manifested itself as the best-selling reading matter of the American public in the unprecedented sales of Susan Warner’s Wide, Wide World (1850), and remained a dominant fictional type until after 1870. The critical, as opposed to popular, reception of these novels in their own time was mixed. Theoretical opposition by those who saw fiction as a demoralizing and corrupting influence was by no means dead in mid-nineteenth-century America, and popular successes naturally bore a significant proportion of the attack. The moralistic tone of much woman’s fiction did not placate these antagonists; on the contrary, many clerical opponents of the novel thought that women were trying to take over the clergy’s functions and hence attacked all the more fiercely. Similarly, some male authors, disgruntled by the emergence of great numbers of women writers, expressed contempt for the genre.
On the other hand, the women had a powerfully ally--their publishers, who not only put these works into print but advertised them widely and enthusiastically. Some few reviewers wrote about these works with attention and respect, distinguishing between the works of the different authors and identifying individual strengths and weaknesses. These approving contemporary critics were particularly alert to each writer’s contribution to the depiction of American social life, especially to regional differences in manners and character types. On the whole, however, even these laudatory critics showed themselves uninterested in the stories that this fiction told, or in their significance.
Baym acknowledges that these novels are tell--with variations--a single familiar tale, and correctly notes that this apparent lack of artistic innovation has been partly responsible for their authors’ exclusion from the canon of classic American writers traditionally studied in university literature courses. Baym points out, however, that unlike such male contemporaries as Nathaniel Hawthorne, these women did not conceive of themselves as “artists,” but rather as professional writers with work to do and a living to be made from fulfilling an obligation to their audience. This obligation included both entertainment and instruction, which are not, says Baym, at odds with one another in these books, nor is entertainment the sweet coating on a didactic pill. Rather, the lesson itself is an entertainment: the central character’s triumph over adversity is profoundly pleasurable to those readers who identify with her.
1. The passage is primarily concerned with
A. Summarizing the major contributions of two influential writers
B. Describing and commenting on a group of literary works
C. Summarizing the major events of a period of literary history
D. Contrasting two types of literary works from the same era
E. Arguing for the adopting of several neglected literary works into university curriculums
参考答案：B
2. The author of the passage cites Susan Warner’s Wide, Wide World most probably as an example of a woman’s novel that
A. Had more advanced artistic elements than many of its type
B. Attracted an excessive amount of critical attention
C. Was found to be inappropriately moralistic by many members of the clergy
D. Was significant as an indicator of the genre’s popularity
E. Signaled the gradual decline of the size of the genre’s audience
参考答案：D.
3. The author of the passage implies which of the following about the members of the clergy mentioned in the first paragraph?
A. They also opposed works of fiction that were outside the genre of woman’s fiction.
B. They opposed journalism as well as imaginative writing.
C. Their influence reached its pinnacle in the mid-nineteenth century.
D. They were unable to obtain the support of other critics for their views.
E. Their attacks on the genre of the novel did not extend to novels written by male writers.
参考答案：E.
4.Which of the following can be inferred from the passage concerning the majority of the nineteenth-century reviewers of woman’s fiction?
A. They considered the position taken by the clergy in regard to woman’s fiction self-serving.
B. They did not make fine distinctions between different authors.
C. They placed a higher value on plot than on social significance.
D. They subscribed to the view of writers as purveyors of popular entertainment rather than as artists.
E. They felt that the literary market was saturated with novels by and about women.
参考答案：C.
这篇长篇阅读的4道题目中，就有许多选项包含了上述提到的六种错误选项，每道题目中都有1个或者数个选项存在问题，有些题目5个选项中就包括了几种错误。大家不妨结合正确答案，对比查看一下具体错误选项类型。
学会快速辨识错误选项提升解题速度正确率
之所以要特别列出阅读中的错误选项，是因为这种选项对于考生阅读部分的正确率杀伤率极高。比起其它一目了然的数学或者填空题，GRE阅读要解题首先就要读文章，很多考生读完文章，特别是长篇文章后，本身思路已经有些混乱，再被这些干扰选项祸害一下，很容易就会出现连续错误。而许多考生对于GRE阅读存在的畏惧情绪和心理阴影，其实也往往是由错误选项导致的。
GRE阅读的重要出题点
按考到的可能性由高到低排列：
(1)中心思想必考
(2)增减互动关系必考
(3)对照比较点必考，考异性超过了考同性
(4)唯一特征必考
(5)强烈语气必考
(6)修辞提问考的概率较大，自问自答必考
(7)结构解释选考，但引号表示反义时必考
(注释：结构性解释：一般有同位语短语，从句，定语从句或内的注释)
(8)孤立数字不考，横向和纵向比较的数字必考
(9)并列排比考的概率较大(考except题型及I，II，III罗马数字题型)
(10)例证选考
(11)推理过程不考，推理结论必考
(12)体裁风格短文选考，长文章一般不考
GRE阅读的良好习惯
1.解剖文章的第1段
新GRE考试中阅读部分需要考生积极主动地解读文章的第1段，阅读时尽量记住作者提出的问题(现象或观点)，和一些关于文章内容的概念和词汇，如这篇文章讲的是生物化学，日本企业文化还是黑人运动。文章的论题是什么，作者想说什么-
2.在脑子里面形成一个作者思路图
在脑子里或者在草稿纸上画一个文章的结构思路题。各个段落的目的是什么，主题又是什么-再次提醒，考察的是你的答题能力而非阅读能力。你不必完全掌握整篇文章，了解文章中的每一个细节(其实，你也没有那么多时间)。相反，你应该只读文章段落的第1句，而快速浏览其余部分。当你“读”完这篇文章时，你就能对文章的结构思路有总体的把握。
3.通览文章时，留意语气词和过渡词
在快速阅读文章时，特别留意段落开头或者结尾可能出现的语气词和过渡词。这样做有助于你对作者思路的把握，从而快速掌握文章大意。
4.停下来，总结一下文章大意
在回答问题前，花几秒钟总结一下文章的思路和主题。
5.开始答题
根据你对文章的整体思路来答题。将问题(或选项)定位到文章中具体的某个段落甚至具体的句子。这里，你可以比第3个步骤更仔细。
英语阅读
gre阅读考试成绩如何快速提升?
生词问题
许多GRE阅读测试文章来自国外原创期刊或杂志。它们涵盖了科学技术、自然、环境保护、社会、文化、工作、生物、地理等多个领域。因此，遇到生词是合理的。但有些考生遇到生词就失去了信心。他们非常慌乱。他们打破了原来的阅读节奏和速度。当他们问问题时，他们因为生词而陷入困境。因此，问题不仅没有解决，而且影响了后续问题的速度和时间。可以说，“一旦开始，他们就到处移动”。在这方面，专家认为新词的出现是不可避免的，只要你有一个基本的词汇，就可以一个一个地彻底新词的问题。
有时新词属于更专业的词汇。他们的出现不是为了考察考生的词汇，而是为了考察考生的适应能力和判断能力。gre阅读怎么练习尤其是标题中出现的所谓生词，可以使不好的事情变得更好，成为考生寻找答案的线索词。
有时生词的意义可以直接在上下文中获得。gre阅读中遇到的生词的相当一部分意义可以通过各种方式猜测得到。因此，在生词周围或语境中寻找解释是一种有效的方法。
时间问题
gre阅读考试备考很多学生面对GRE阅读考试，都会感叹时间不够，往往考生来不及读完整篇文章。问题解决速度达不到要求的原因有很多，如词汇、阅读方法和解决问题的能力。此外，还有一个重要因素：没有权衡，没有衡量问题的优先性。鉴于GRE考试模式不倒箭，如果遇到很难阅读的问题，就要花很多时间去定位和分析那些难以保证正确率的问题。建议你直接猜出答案，然后输入下一个问题，不要在这些问题上花太多时间。只有学会选择或拒绝，才能保证解决以下问题的时间，从而弥补损失，取得更好的gre阅读成绩提升。
理解问题
很多考生在日常练习和考场遇到需要查找关键词和中心句的问题时，总是跟着感觉走，完全失去了方向和焦点，这直接导致了在面对问题时很难回到原来的位置。因此，考生应学会在阅读过程中直接寻找线索，即中心句的关键词。建议我们在日常的课堂和习题中总结试题的特点，用一两个词覆盖整个题目。使用关键词来定位答案，更多地关注目标，更有方向性。
其实，只要有经验的考生都会知道，在最后一个错误造成之后，就应该尽量避免在同类问题面前再次犯错。这样，就更容易知道他们的弱点在哪里。如何提高gre阅读的效率，是掌握gre阅读解决问题的技巧，避免其弱点失分的关键。
GRE阅读：法国二月革命
In February 1848 the people of Paris rose in revolt against the constitutional monarchy of Louis-Philippe. Despite the existence of excellent narrative accounts, the February Days, as this revolt is called, have been largely ignored by social historians of the past two decades. For each of the three other major insurrections in nineteenth-century Paris—July 1830, June 1848, and May 1871—there exists at least a sketch of participants’ backgrounds and an analysis, more or less rigorous, of the reasons for the occurrence of the uprisings. Only in the case of the February Revolution do we lack a useful description of participants that might characterize it in the light of what social history has taught us about the process of revolutionary mobilization. Two reasons for this relative neglect seem obvious. First, the insurrection of February has been overshadowed by that of June. The February Revolution overthrew a regime, to be sure, but met with so little resistance that it failed to generate any real sense of historical drama. Its successor, on the other hand, appeared to pit key socioeconomic groups in a life-or-death struggle and was widely seen by contemporary observers as marking a historical departure. Through their interpretations, which exert a continuing influence on our understanding of the revolutionary process, the impact of the events of June has been magnified, while, as an unintended consequence, the significance of the February insurrection has been diminished. Second, like other “successful” insurrections, the events of February failed to generate the most desirable kinds of historical records. Although the June insurrection of 1848 and the Paris Commune of 1871 would be considered watersheds of nineteenth-century French history by any standard, they also present the social historian with a signal advantage: these failed insurrections created a mass of invaluable documentation as a by-product of authorities’ efforts to search out and punish the rebels.
Quite different is the outcome of successful insurrections like those of July 1830 and February 1848. Experiences are retold, but participants typically resume their daily routines without ever recording their activities. Those who played salient roles may become the objects of highly embellished verbal accounts or in rare cases, of celebratory articles in contemporary periodicals. And it is true that the publicly acknowledged leaders of an uprising frequently write memoirs. However, such documents are likely to be highly unreliable, unrepresentative, and unsystematically preserved, especially when compared to the detailed judicial dossiers prepared for everyone arrested following a failed insurrection. As a consequence, it may prove difficult or impossible to establish for a successful revolution a comprehensive and trustworthy picture of those who participated, or to answer even the most basic questions one might pose concerning the social origins of the insurgents.
12.1. According to the passage, “a useful description of participants” (lines 11-12) exists for which of the following insurrections of nineteenth-century France?
I. The July Insurrection of 1830
II. The February Revolution of 1848
III. The June insurrection of 1848
IV. The May insurrection of 1871
(A) I and III only
(B) II and IV only
(C) I, II, and III only
(D) I, III, and IV only
(E) II, III, and IV only
12.2. It can be inferred from the passage that support for the objectives of the February Revolution was
(A) negligible
(B) misguided
(C) fanatical
(D) spontaneous
(E) widespread
12.3. Which of the following, best describes the organization of the second paragraph?
(A) The thesis of the passage is stated and supporting evidence systematically presented.
(B) Two views regarding the thesis presented in the first paragraph are compared and contrasted.
(C) Evidence refuting the thesis presented in the first paragraph is systematically presented.
(D) The thesis presented in the first paragraph is systematically supported.
(E) The thesis presented in the first paragraph is further defined and a conclusion drawn.
12.4. It can be inferred from the passage that the author considers which of the following essential for understanding a revolutionary mobilization?
(A) A comprehensive theory of revolution that can be applied to the major insurrections of the nineteenth century
(B) Awareness of the events necessary for a revolution to be successful
(C) Access to narratives and memoirs written by eyewitnesses of a given revolution
(D) The historical perspective provided by the passage of a considerable amount of time
(E) Knowledge of the socioeconomic backgrounds of a revolution’s participants
12.5. Which of the following can be inferred about the “detailed judicial dossiers” referred to in line 49?
(A) Information contained in the dossiers sheds light on the social origins of a revolution’s participants.
(B) The dossiers closely resemble the narratives written by the revolution’s leaders in their personal memoirs.
(C) The information that such dossiers contain is untrustworthy and unrepresentative of a revolution’s participants.
(D) Social historians prefer to avoid such dossiers whenever possible because they are excessively detailed.
(E) The February Revolution of 1848 produced more of these dossiers than did the June insurrection.
12.6. Which of the following is the most lical objection to the claim made in lines 38-39?
(A) The February Revolution of 1848 is much less significant than the July insurrection of 1830.
(B) The backgrounds and motivations of participants in the July insurrection of 1830 have been identified, however cursorily.
(C) Even less is known about the July insurrection of 1830 than about the February Revolution of 1848.
(D) Historical records made during the July insurrection of 1830 are less reliable than those made during the May insurrection of 1871.
(E) The importance of the July insurrection of 1830 has been magnified at the expense of the significance of the February Revolution of 1848.
12.7. With which of the following statements regarding revolution would the author most likely agree?
(A) Revolutionary mobilization requires a great deal of planning by people representing disaffected groups.
(B) The objectives of the February Revolution were more radical than those of the June insurrection.
(C) The process of revolutionary mobilization varies greatly from one revolution to the next.
(D) Revolutions vary greatly in the usefulness of the historical records that they produce.
(E) As knowledge of the February Revolution increases, chances are good that its importance will eventually eclipse that of the June insurrection.
快速阅读是从文字读物中迅速提取有用信息的高效读书方法，是一种高级的阅读能力。下面，我们就从几个不同角度来分析一下。
首先，就快速阅读的目的而言，它是一种“去粗取精”式的阅读，也有人称之为“扫描”式或“跳跃”式的阅读，虽然不太准确，但还比较形象。正如爱因斯坦所说的那样，快速阅读就是“在所阅读的书本中找出可以把自己引到深处的东西，把其他一切统统抛掉；也就是抛掉使头脑负担过重并将自己诱离要点的一切。”这就是说，可以把书中那些无关紧要的引文、图表、推理过程等“省略”或者“跳跃”过去，而使目光像雷达搜索和追踪目标一样，敏锐地抓住书中的重点、要点和脉络来阅读。这样，我们就可以用较少的时间去赢得较大的阅读量，用较少的精力获得较多的知识和信息。
第二，就快速阅读的性质而言，它是一种运用内部语言对文章进行简缩的阅读。要简缩，就离不开“内部言语”，即无声的思维语言，这是人们在头脑中思索、解决问题时产生和运用的言语，具有简缩、跳跃和无声的性质。一般来说，未经训练的人眼球接受文字信号的速度大大低于大脑的思维速度。视觉感知文字符号时要一个一个或一组一组地进行，还需要眼停和眼跳的配合，每次眼停（对文字注视）需1/10—3/10秒左右。阅读过程中眼跳所需要的时间仅仅占5%左右，其余的大部分时间用于眼停，这是造成感知文字符号速度慢的重要原因。相反，人的思维进行得非常迅速，特别是使用内部言语思维，有很强的跳跃性、简缩性，常常是一闪而过。这样一快一慢，两者不能协调运作，效率当然就很差，阅读速度自然受到制约而快不起来；反之，把二者协调好，使其趋于同步，就成为快速阅读的重要基础。
根据我们十多年推广快速阅读的教学经验，经过训练后，阅读时的感知单位可以迅速扩大为以词组、句子为单位的感知，甚至以段落、页面为单位的感知，自然可以大大提高阅读的速度。
第三，就快速阅读的方法而言，它是一种“眼脑直映”的科学运用视力和脑力的方法。快速阅读省略了语言中枢和听觉中枢这两个中间环节，即文字信号直接映入大脑记忆中枢进行理解和记忆。这是一种单纯运用视觉的阅读方式。许多人对这一点感到疑惑，以为自己没有这种能力。其实，这是在识字过程中形成的一个习惯，是完全可以改变的。例如，先天性聋哑人的头脑中是没有声音的概念的，自然不能读和听，但是经过教育，不仅能够读书、看报，而且其阅读速度比一般正常人要高。所以，“眼脑直映”的方式是我们每个人都能掌握的，是真正的“看”书。
巴尔扎克曾对快速阅读做过详细的观察和细致的描写，如他在《路易?拉别尔》一文中写道：“在阅读过程中，他吸收思想的能力是罕见的。他的目光一下能抓住七八行，而且他的智力理解意义的速度与眼睛的速度相等，往往是一个唯一的词便能使他掌握全句的意义。”这就是说，对文章的内容不是“读”懂的，而是“看”懂的。
第四，就快速阅读的效果而言，它的优势在于快，能够在很短的时间处理大量的文字材料，这对于学生学习知识，对信息检索、筛选、甄别的意义是相当大的，就不再多谈了。那么，是不是快速阅读除了快以外就没有其他优势了呢？完全不是。经过科学、系统地训练的快速阅读，其整体文章的理解水平和记忆水平都要明显高于传统阅读。
人们普遍认为，延续了几千年的细嚼慢咽的精读，是理解记忆最好的阅读，这其实是一种误解，是把理解和记忆混淆的结果。精读是最利于词句理解的阅读，却是不利于整体理解，更不利于记忆的阅读。其原因就是精读的过于缓慢的节奏和大脑处理信息的节奏差距太大，两者不协调，不匹配。而快速阅读却相反，它的节奏和大脑处理信息的节奏更接近，更容易协调和匹配，所以是最有利于记忆的阅读。因此，我们在阅读过程中要针对不同的阅读目的，或读物的深浅、难易程度的不同，采取不同的阅读方式：需要深刻理解的部分，用精读；需要深刻记忆的，用快速阅读；对艰深的，用精读；对浅显的，用快速阅读。根据阅读目的和读物的不同，分别采用不同的阅读方式，才是科学的合理的阅读。
快速阅读就是利用视觉运动的规律，通过一定的方法训练，在较短的时间里阅读大量的书报资料的一 种科学的学习方法。 快速阅读这一概念的内涵应有以下几个属性构成：
①阅读文学材料的快速性；②阅读文学材料的无声性；③阅读方法的科学性。
1、阅读文学材料的快速性
要想达到此目的，关键是眼肌能训练，即用特殊方法，使眼肌能灵活自如，达到视角，视幅，视停，视移等视觉 最佳状态。使视线如行云流水般地快速阅读， 训练方法可按手指法(即目光随着手指左右，上下移动，头不要摇动)， 图谱法(如点，圆，抛物线等图形目光沿着图形而快速移动)，词谱法，投影仪进行快速阅读的基本功训练。当眼肌能 训练适应之后，可采用快速阅读初级方法之一：跳读法。 所谓跳读法就是指眼光从一个“字群”跳到另一个“字群” 进行识读(字群是由多个单词组成的)这个过程眼球按“凝视──跳跃──凝视”的程序进行连续，不断运动，如：
The man in /the brown coat /was reading a book.
当跳读练习熟练之后，我们可进行练习扩大视力识读文字的单位面积的训练。首先进行五个单词的练习，练习时主视区总应放在中间，也就是主视中间的3个单词，两边单词用余视力扫视。如：/We /have a colour / TV /在练习五个单词达到熟练之后，就可加宽视区练习，一下看六个单词，七个单词，甚至达到九个单词，逐渐加宽视区范围，延长目光移视长度，这样就能缩短凝视时间，达到快速阅读的目的。
2、阅读文字材料的无声性
上面我们介绍的只是快速阅读的先决条件，速读的关键还在于“无声”训练，在阅读速度上，无声要比有声快，这是因为有声阅读是眼，脑，口，耳四个器官一起活动，文字符号反映到眼睛，再传到大脑，大脑命令嘴发音，耳在监听辨别正确与否。而无声阅读只是运用眼和脑两大器官，省去了口的发音和耳朵的监听，因而它的速度要快，快速阅读的信息变换方式为：书面信息->眼睛扫描信息->大脑记忆中枢的信息。因此我们应用特殊的方法和手段消除读音和心音，特殊手段就是用自身单声调鼻音，单声调心声或外界背景音乐抵消并消除读音和心音的手段， 对特殊顽固的不发音不能阅读的人，还可用一套自创歌曲，边唱边读，最后达到无音阅读。
3、阅读方法的科学性
我们在阅读的时候，必须通过直觉，联想，相象，逻辑分析和综合判断等一系列思维活动，才能把顺次进入视觉 的一连串文字信号转换成概念和思想，完成阅读过程， 要完成其过程，必须进行科学阅读，进行科学阅读应具备 以下几个条件：
①自信心：一个人要想在快速阅读上获得成功，首先要有自信心，在快速阅读时，自信心是很重要的，只要我们坚信我们能成功，通过长期苦练就会实现的。
②集中注意力：快速阅读的同时还要求快速记忆，这就要求在阅读时， 不仅要阅读，而且要记，要理解，这是一个高难度的思维活动， 没有集中的注意力是很难保证“速读”的完成。
③快速理解──快速阅读的催化剂。“理解”就是利用已有的知识经验，去获得新的知识经验，并把新的知识经验纳入已有的知识经验系统中，理解可分为直接理解和间接理解。直接理解就是在瞬息之间立刻实现的，不需要任何中间思维过程，与知觉融合在一起，在这种情况下，主要是通过瞬间忆起以前所得的知识，选取立刻所需要的知识。而间接理解的实现需要通过一系列复杂的分析综合活动，快速阅读用的是中间理解法。
④抓住关键词句：为了提高阅读速度首先应抓住关键词句，因为它是联接上下文的纽带，快速阅读时只注意瞬时关键词，其它便可迎刃而解，抓住关键句子也就是找出主题句，主题句是文章中用来概括大意的句子，主题句往往是每个段落的第一个句子，有时可能是最后一个句子，在特殊情况下可能出现在段落当中，通过识别主题句，可以快速， 准确地抓住文章中各个段落的主要意思，如果能把每一段落的大意抓住了，那么全篇文章的中心思想也就把握住了， 在阅读中识别主题句，并准确理解其意思，可帮助我们了解作者的行文思路，分析文章的内容结构，搞清楚各个段落之间的逻辑关系，有利于提高阅读的速度和理解的准确性。
⑤快速阅读能促使快速记忆。快速阅读时人的注意力高度集中，连续的快速阅读是一种强化活动，强化活动能够 巩固和促进快速记忆的成果。强化记忆有三个层次： 一是死记硬背(这是必要的，不可缺少的层次)。二是联想记忆。 三是理解记忆。以阅读现代记叙文类(童话故事，作文选等)为例：要求硬记的是文题，作者，文中时间，地点，人物，姓名，名人名句等;要求联想记忆的故事情节(事件起因，事件发展，关键情节，高潮情节，事件结局);要求理解记忆的关键词， 关键句，中心语，段首语，事件性质，人物命运，作者态度，人称变化，词语概念，文章含义或中心思想等等。
总之，快速阅读能促进理解的质量，促进理解的速度，促进快速记忆。
在练习快速阅读的过程中，很多学员都会问我这样一个问题：我到了第某课这一课却怎么也过不去呢，我的速度一提高上去，理解率就降下来了，我该怎么办呢？其实，这很可能就是精神状态不够放松所致。进行快速阅读训练的关键就是放松，只有身心放松才能够进入a脑波状态，视幅才会打开，一目多行，进而才能够进行眼脑直映的阅读。放松可以分为三个层次：
第一个放松是眼睛放松.
目前所见的速读训练方法的后遗症，很多人看文章都是“紧绷”着眼睛在阅读。主观感觉就是生怕某些字看不清，而让眼睛强行看清视野中的字。在训练的时候，这种情况有情可缘，但是在正式阅读的时候犯这个毛病的话，会造成你的视野人为的变得狭小，即使你的速读视野练的很宽。当眼睛放松看文字的时候，视点的注意力好像是在文字的后面，不会集中于某一个字词上面，进入大脑的是一片文字。这样才会为后面大脑的批量的处理文字信息打下基础。为了实现这个目的，七田真的理论中主张通过看3d的练习达到“软眼”，影像阅读中主张用“摄像焦点”看“悬页”。在一般的速读中，可以不必用这样的用眼方法，但是一定要在阅读中眼睛放松。其实你会发现，到眼睛放松下来，你会看得更快。
第二个放松是大脑的放松。
初练速读的人都会犯这个毛病。生怕大脑理解不了进入眼睛的文字，而不由自主的使大脑紧绷起来，强迫着大脑去理解文字信息。这样做的一个必然结果就是大脑的“反抗”，偏偏不听你的指挥。可以做这样一个比喻：在一面平静的湖水中，你投下一粒石子，你会看到片片涟漪，但是在波涛汹涌的大海，你投入一块巨石估计也看不到什么变化。同样的，在大脑的放松状态下，杂念被统统限制住，大脑对于摄入的文字意义的解析会被清楚的感受到。反之，紧绷大脑以后，这些解析出来的信息被丛生的杂念掩盖的严严实实，无论如何也不会达到“一视即理解”的境界。
关于如何进入大脑的放松状态，易学堂的速读法采用的是a脑波状态。凡是进入过a波状态的人都曾经感受过那种让人神往的状态。但是，我们不可能在阅读一本书或者一篇文章之前先用一个小时的时间去进入a波，那么怎么办呢？在阅读前要学会在潜意识中给大脑一个暗示即一个“放松”的意念，往往就可以实现大脑的放松。当然，要达到这个目标，就要靠平时的积累练习。没事的时候多听听脑波音乐，多体会大脑放松的感觉。
另外，保持大脑的放松状态并不是一件容易的事情。很多人也就是能保持十几秒到几十秒，然后就会因意识参与而丢失掉；或者阅读之前是放松状态，眼睛一看到文字就立刻脱离了这种状态，原因同样是主观意识参与了进来。出现这种情况，一定不要因此而懊恼，或者骂自己笨，而应该继续平心静气，找到捣乱的这些意识中的“念头”，试着不去注意它。这样很快就会回归到放松状态中。
第三个放松就是思维的放松。
几乎所有的速读初练者阅读文章时都会有一个“我要理解”的念头。这个念头一旦产生，马上就会给潜意识发出这样一个讯号：我要看的文字很难理解啊，很费劲的。潜意识于是发出指令给大脑，要它按照已经习惯的理解状态去阅读，于是，辛辛苦苦消除了半天的音读又出现了，梦寐以求的“整体理解”被“分散理解再综合”的模式取代。克服这个毛病的一个方法就是“不去注意”眼前的文字。“不去注意”并不会导致你对文字视而不见，相反，它可以有效的抑制此过程中左脑的参与，从而让右脑舒舒服服的“感受”文字的存在。
也许你会说这样如何理解呢？一个方法就是用“不去注意”的方法大量的"看”，一本书从头看到尾而不去管理解不理解，久而久之让大脑建立一种“视解”的理解模式，做到“一视即理解”。另一种方法就是熟练运用“不去注意”的看书方法后，在“看”书的同时伸出你的一个手指去“遥指”关键词，你会感到一句话或者一段话瞬间得到理解。不过这种方法容易诱导出左脑意识参与，初练者小心为佳。
★ 面试技巧快速掌握
