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irst language learners (Buzan, 2006).The first fast reading course was offered by Harvard University. Later, fast reading courses becamewelcome among American universities and colleges. In the late 1950s, Evelyn Wood carried out a research on developing a tool to increase reading speed and she discovered that using hands across the page caughtthe attention of eyes. Ronald Carver (1990) published The Causes of High and Low Reading Achievement,which illustrated his experiment on reading speed; he tested many fast reading techniques to improvereading speed and to enhance comprehension. Keith Rayner (1993) submitted a paper that about 95%college readers’ reading speed was from 200 to 400 words per minute, 300 words per minute averagely.Duggan and Payne (2009) discussed the importance of fast reading in Text skimming: The Process andEffectiveness of Foraging through Text under Time Pressure, which presented reasons for fast reading’sprevalence, and why readers only focused on important parts and ignored less valuable parts. Nation(2009) published Reading Faster and suggested that readers should make use of background knowledgeand he found that reading too slowly had negative influence on understanding. Macalister (2010)concluded that fast reading met both fluency and understanding, and he proposed that reading speed couldenhance both retention and comprehension to improve reading achievements.
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Chapter Three Theoretical Framework...... 14
3.1 Information Processing Theory......... 14
3.2 Constructivism Theory...... 16
3.3 Schema Theory.......... 17
Chapter Four Research Design.... 20
4.1Research Questions.....20
4.2 Subjects......20
4.3 Instruments.........20
4.4 Reading Materials......22
4.5 Procedures of Experiment......... 22
4.6 Data Collection and Analysis.... 35Chapter Five Results and Discussion...........37
5.1 Results and Discussion on Pre-test between Experimental Class and Control Class.......37
5.2 Results and Discussion on the Frequency of Reading Strategies Use......38
5.3 Results and Discussion on the Effectiveness of Reading Strategies Training..........40
5.4 Results and Discussion on Differences among Three-level Students ......... 42
5.5 Results and Discussion on Fast Reading Plan and Fast Reading Evaluation........... 44

Chapter Five Results and Discussion

This chapter shows results of fast reading tests, the questionnaire, the fast reading plan and fastreading activity evaluation. SPSS 20.0 is used to analyze data, and it solves three research questionsaccompanying with some discussions on findings.

5.1 Results and Discussion on Pre-test between Experimental Class and Control Class

In table 5.1, the mean score in the experimental class (EC) is 65, and in the control class (CC) is 67.3;therefore, the CC is better than the EC. But in table 5.2, for the EC and CC’s t-values, when t= -.787, thesig. (2-tailed) =.433>.05; these data indicate that the EC and the CC students’ fast reading achievements arenot significantly different. Therefore, before the experiment, students in the two classes have the same fastreading achievements.In table 5.3, it describes EC and CC’s reading time for two fast reading materials in the pre-test; forEC students, their mean time to finish pre-test reading materials is 34.06 minutes and the CC students use本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。