translate this to persian please:
Practice reading
As we have suggested, effective skimming can be one way to increase reading speed while maintaining at least a moderate level of comprehension and to ascertain a certain keyword or fact or the gist of a topic. What other research-tested methods are there for increasing speed without sacrificing comprehension? As we will see in this section, modest improvements are possible, but there are cognitive and visual limitations that cannot be ignored.
Practice with reading, and in particular reading to comprehend, does help. But it helps slowly and does not cause drastic increases in speed. The importance of practice is widely appreciated for skills such as playing sports or musical instruments. We would not throw someone into a pool and expect them to swim without having learned and practiced the skill of swimming. We would not expect someone to lift weights over and over and become a better football player, because practice means engaging in a complex task in its entirety. Practice is also important for cognitive skills, and reading is no exception. The kind of practice that will help reading is practice that helps people to identify words and comprehend better, not just take in visual information faster. Indeed, as we saw earlier, reading speed is related more to one’s language-processing skills than to the ability to control one’s eyes. If visual information comes in faster than the comprehension system can process it, the increased speed is wasted on broken comprehension. The practice that is required to become a better reader is thus practice with language—a conclusion that is not surprising, given that language is what writing represents. Moreover, written language uses some vocabulary and syntactic structures that are not commonly found in speech, and practice with reading can give people practice with these.
One specific example of how practice with language can help reading is related to the effects of word frequency that we discussed earlier. As we saw, fixation durations are shorter for common words such as house than for uncommon words such as abode (e.g., Rayner & Duffy, 1986; see Rayner, 1998, 2009). However, as the reader sees abode more and more, its frequency in the reader’s experience increases. Thus, the more often you read an uncommon word, the more common it becomes, and you will be able to read that word more easily and quickly in the future (Acheson, Wells, & MacDonald, 2008). In addition to making individual words more frequent, reading can introduce you to new words, increasing their frequency above zero for you. Reading more, and reading varied texts, will increase your vocabulary and will benefit reading more than reading the same passage again and again.
Another example of how practice with language can help reading comes from the findings reviewed earlier showing that context has a strong influence on fixation durations (Ehrlich & Rayner, 1981; Zola, 1984; see Rayner, 1998, 2009). That is, readers spend less time on words that are more predictable because of the prior sentence context than words that are not predictable in context. Therefore, more experience with language will lead you to generate more and better expectations about upcoming words and to be better at extended inferencing. This is why it is important to read a diverse set of texts: Expanding your knowledge through reading about different topics will allow you to generate better expectations about what the text is about to say. That may be the basis for some anecdotes about the speed-reading abilities of famous people, such as that President Kennedy could pick up a copy of the Washington Post or the New York Times and read it from front to back in a few minutes. However, consider the knowledge and information that someone like Kennedy would bring to the task of reading the newspaper. As president, he was briefed about important world events each day and was involved in generating much of the policy and events reported in the newspaper; thus, he probably had first-hand knowledge of much of what was described. In contrast, the average person would come to such a situation with very few facts at his or her disposal and would probably have to read an article rather carefully in order to completely understand it. To read rapidly, you need to know enough about a topic to fit the new information immediately into what you already know and to make inferences.
Conclusions
Many people wish to read faster by finding a special form of reading in which they read more quickly with excellent comprehension, ideally without much effort or training. In this article, we have seen that there is no such magic bullet. There is a trade-off between speed and accuracy in reading, as there is in all forms of behavior. Increasing the speed with which you encounter words, therefore, has consequences for how well you understand and remember the text. In some scenarios, it is tolerable and even advisable to accept a decrease in comprehension in exchange for an increase in speed. This may occur, for example, if you already know a lot about the material and you are skimming through it to seek a specific piece of information. In many other situations, however, it will be necessary to slow down to a normal pace in order to achieve good comprehension. Moreover, you may need to reread parts of the text to ensure a proper understanding of what was written. Bear in mind, however, that a normal pace for most readers is 200 to 400 wpm. This is faster than we normally gain information through listening, and pretty good for most purposes.