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learning strategies, which illustrated the process thatreaders dealt with reading articles, what textual cues they used and how they made sense of the confusingpart that they did not know (Block, 1986). Wenden (1985) explained that reading strategy was a method tohelp readers read effectively; and considering the style, the content and purposes of the reading material,the reading strategy all could be used flexibly. Therefore, readers treat reading strategy as a deliberate andconscious tool used to improve comprehension and understanding of reading materials. Baker and Brown(1984) proved that strategies played an important role in reading process. Previous studies prove thatefficient reading usually involves three strategies: meta-cognitive strategy, cognitive strategy andsocial/affective strategy; the first strategy enables readers to make plans for reading and monitor theirreading process; the second strategy helps readers master the content of reading materials; and the thirdstrategy assists readers to regulate their emotions and attitudes and share reading experience with partners(Cohen, 2000).In fact, there are various categorizations for reading strategy. Nuttal (2002) put forward a classification,which contained prediction, structure analysis, word-attack skills, skimming and scanning. Block (1986)mentioned that reading strategies could be classified as general strategies and local strategies; the formerwas to gather and monitor reading process like information integration and text interpretation, while thelatter was for specific units-understanding, such as paraphrasing, rereading and problem solving. Cohen’sclassification (1990) included four parts: support strategies, paraphrase strategies, strategies for establishingcoherence and strategies for monitoring strategies use. In 1990, O’Malley and Chamot came up with amore detailed category: meta-cognitive, cognitive and social/affective strategy. Meta-cognitive strategycontains making plans for reading purposes, monitoring the reading process and evaluating reading results.Cognitive strategy showed that readers directly deal with materials by associating background resources,deducing unrelated contents, making sense-group, contextualizing the material. The last strategy involvedways that readers interact with other readers by questioning or cooperating. In fact, the questionnaire usedin this research was designed based on O’Malley and Chamot’s classification of reading strategies.
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2.2 Researches on Fast Reading Abroad and at Home
In the early 20th century, when people entered into an information age, speed of normal reading couldnot meet their reading needs, so fast reading appeared. Later, readers and researchers realized that fastreading assisted readers to get quantities of information in a limited time, so lots of relevant researcheswere carried out.Fast reading means using various reading methods to pick up reading speed without reducingcomprehension and retention (Abela, 2004). Richard Sutz (2009) explained that fast reading was seeing,reading silently, decoding words, comprehending and concentrating. Actually, fast reading belongs to onereading approach to achieve a higher speed and master a more comprehensive comprehensionsimultaneously. Fast reading materials contained less than 3% new words, and the comprehension rateshould be kept about 70% (Fry, 1981). The speed of fast reading was between 200 words per minute to 400per minute for f