Ask yourself this question: Do I read every word in your own language when I am reading a schedule, summary, or other outlining document?

The answer is most definitely: No! Reading in English is like reading in your native language. This means that it is not always necessary to read and understand each and every word in English. Remember that reading skills in your native language and English are basically the same. （阅读一门外语的技巧和阅读母语的方法无异）

Here is a quick overview of the four types of reading skills used in every language:

Skimming - used to understand the "gist" or main idea (浏览阅读）

Scanning - used to find a particular piece of information （扫描阅读）

Extensive reading - used for pleasure and general understanding （泛读）

Intensive reading - accurate reading for detailed understanding （精读）

Skimming

Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.

Examples of Skimming:

The Newspaper (quickly to get the general news of the day)
Magazines (quickly to discover which articles you would like to read in more detail)
Business and Travel Brochures (quickly to get informed)

Scanning

Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.

Examples of Scanning

The "What's on TV" section of your newspaper.
A train / airplane schedule
A conference guide

Extensive reading

Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.

Examples of Extensive Reading

The latest marketing strategy book
A novel you read before going to bed
Magazine articles that interest you

Intensive reading

Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.

Examples of Intensive Reading

A bookkeeping report
An insurance claim
A contract
Now that you've reviewed the four reading skills, take this reading skills quiz to help you improve reading skills through understanding of these basic reading types.

总结：阅读技巧需要根据我们的目的来强化某种阅读技巧。托福阅读要求的不是精读（因为没有那么多的时间）而是重点扫描阅读技巧。

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Reading skills acquisition 阅读技巧习得

定义：
Reading skills acquisition is the process of acquiring the basic skills necessary for learning to read; that is, the ability to acquire meaning from print.

制约熟练阅读的七个因素：

According to the report by the US National Reading Panel (NRP) in 2000, the skills required for proficient reading are

phonological awareness,

phonemic awareness,

phonology (sound-symbol correspondence),

fluency,

vocabulary,

text comprehension.

rapid automatized naming (RAN).

这七个因素告知我们要获得熟练的阅读技巧需要：1. 大量的出声的朗读 2. 攻克单词关 3. 要点理解力

Phonemic awareness: The ability to distinguish and manipulate the individual sounds of language. The broader term, phonological awareness, also includes rhymes, syllables, and onsets and rimes.

Fluency: The ability to read orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors necessary for reading

comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to his or her background knowledge. This accuracy and automaticity of reading serves as a bridge between decoding and comprehension.

Vocabulary: A critical aspect of reading comprehension is vocabulary development. When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader's spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context.

Reading comprehension: The NRP describes comprehension as a complex cognitive process in which a reader intentionally and interactively engages with the text. Reading comprehension is heavily dependent on skilled word recognition and decoding, oral reading fluency, a well-developed vocabulary and active engagement with the text.

Rapid automatized naming: The ability to quickly say the names of letters, objects and colors predicts an individual's ability to read. This might be linked to the importance of quick retrieval of phonological representations from long-term memory in reading and the importance of object-naming circuits in the left cerebral hemisphere that are recruited to underpin a child's word-recognition abilities. 

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Reading skill
Introduction 
Reading is the receptive skill in the written mode. It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly.
 
Micro-skills 
Here are some of the micro-skills involved in reading. The reader has to:
 
decipher the script. In an alphabetic system or a syllabary, this means establishing a relationship between sounds and symbols. In a pictograph system, it means associating the meaning of the words with written symbols.

 
recognize vocabulary.

pick out key words, such as those identifying topics and main ideas.

figure out the meaning of the words, including unfamiliar vocabulary, from the (written) context.

recognize grammatical word classes: noun, adjective, etc.

detect sentence constituents, such as subject, verb, object, prepositions, etc.

recognize basic syntactic patterns.

reconstruct and infer situations, goals and participants.

use both knowledge of the world and lexical and grammatical cohesive devices to make the foregoing inferences, predict outcomes, and infer links and connections among the parts of the text.

get the main point or the most important information.

distinguish the main idea from supporting details.

adjust reading strategies to different reading purposes, such as skimming for main ideas or studying in-depth