若以閱讀時的速度快慢為標(biāo)準(zhǔn)的話，一般可以分為速讀和慢讀兩大類。以比平常閱讀速度快三倍以上的速度進(jìn)行閱讀的我們稱為“速讀”，具體也可分為“線式閱讀、面式閱讀、圖式閱讀”的整體感知為特點(diǎn)閱讀都可以叫作“速讀”。以下是學(xué)習(xí)啦小編為大家精心準(zhǔn)備的：托福TPO32閱讀答案，歡迎參考閱讀!

　　托福TPO32文章閱讀：

　　Early Children Education

　　Preschools—educational programs for children under the age of five—differ significantly　from one country to another according to the views that different societies hold regarding　the purpose of early childhood education. For instance, in a cross-country comparison of　preschools in China, Japan, and the United States, researchers found that parents in the　three countries view the purpose of preschools very differently. Whereas parents in China　tend to see preschools primarily as a way of giving children a good start academically,Japanese parents view them primarily as a way of giving children the opportunity to be　members of a group. In the United States, in comparison, parents regard the primary　purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.

　　While many programs designed for preschoolers focus primarily on social and emotional　factors, some are geared mainly toward promoting cognitive gains and preparing　preschoolers for the formal instruction they will experience when they start kindergarten.In the United Stated, the best-known program designed to promote future academic　success is Head Start. Established in the 1960s when the United States declared the War　on Poverty, the program has served over 13 million children and their families. The　program, which stresses parental involvement, was designed to serve the “whole child”,including children’s physical health, self-confidence, social responsibility, and social and　emotional development.

　　Whether Head Start is seen as successful or not depends on the lens through which one　is looking. If, for instance, the program is expected to provide long-term increases in IQ　(intelligence quotient) scores, it is a disappointment. Although graduates of Head Start　programs tend to show immediate IQ gains, these increases do lot last. On the other hand,it is clear that Head Start is meeting its goal of getting preschoolers ready for school.　Preschoolers who participate in Head Start are better prepared for future schooling than　those who do not. Furthermore, graduates of Head Start programs have better future　school grade. Finally, some research suggests that ultimately Head Start graduates show　higher academic performance at the end of high school, although the gains are modest.

　　In addition, results from other types of preschool readiness programs indicate that those　who participate and graduate are less like to repeat grades, and they are more like to　complete school than readiness program, for every dollar spent on the program,taxpayers saved seven dollars by the time the graduated reached the age of 27.

　　The most recent comprehensive evaluation of early intervention programs suggests that,　taken as a group, preschool programs can provide significant benefits, and that　government funds invested early in life may ultimately lead to a reduction in future costs.For instance, compared with children who did not participate in early intervention　programs, participants in various programs showed gains in emotional or cognitive　development, better educational outcomes, increased economic self-sufficiency, reduced　levels of criminal activity, and improved health-related behaviors. Of course, not every　program produced all these benefits, and not every child benefited to the same extent.　Furthermore, some researchers argue that less-expensive programs are just as good as　relatively expensive ones, such as Head Start. Still, the results of the evaluation were　promising, suggesting that the potential benefits of early intervention can be substantial.

　　Not everyone agrees that programs that seek to enhance academic skills during the　preschool years are a good thing.In fact, according to developmental psychologist　David Elkind , United States society tends to push children so rapidly that they begin to feel　stress and pressure at a young age. Elkind argues that academic success is largely　dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate　of maturation.Consequently, children of a particular age cannot be expected to master　educational material without taking into account their current level of cognitive　development.In short, children require development appropriate educational practice,which is education that is based on both typical development and the unique　characteristics of a given child.

　　托福TPO32閱讀題：

　　1. According to paragraph1, parents in Japan tend to think of preschool primarily as a　place where children can

　　A. get a good academic start

　　B. expand their emotional development

　　C. become more independent

　　D. experience being part of a group

　　2. The word “Whereas” in the passage is closet in meaning to

　　A. Although

　　B. Because

　　C. Moreover

　　D. Already

　　3. The word “focus” in the passage is closet in meaning to

　　A. consider

　　B. respect

　　C. concentrate

　　D. advise

　　4. It can be inferred from paragraph 2 that the Head Start program was designed to serve　children who

　　A. come from families that do not have a lot of money

　　B. are not doing very well in kindergarten

　　C. were born in the 1950s

　　D. need programs that focus primarily on social and emotional factors

　　5. According to paragraph 3, the Head Start program had NOT been successful at which　of the following?

　　A. Helping children adjust to school

　　B. Providing long-term increase in IQ scores

　　C. Improving school performance throughout high school

　　D. Preventing children from being placed in special-education classes.

　　6. In paragraph 4, the author mentions the “results from other types of readiness　programs” to

　　A. provide support for the idea that preschool readiness programs have been somewhat　successful

　　B. question the idea that Head Start is more effective than other preschool readiness　programs

　　C. indicate school completion is usually the most reliable indicator of success in most　readiness programs

　　D. emphasize that participation in readiness programs can be increased if costs are　reduced

　　7. According to paragraph 4, a cost-benefit analysis of one preschool readiness program　revealed that

　　A. only one dollar’s worth of benefit was gained for every seven dollars spent on the　program

　　B. the benefits of the program lasted only until the participants reached age 27

　　C. taxpayers saved seven dollars for every dollars spent on the program

　　D. to be successful, the program would need to receive about seven times as much　money as it currently receives

　　8. The word “comprehensive” in the passage is closest in meaning to

　　A. easily understood

　　B. thorough

　　C. respectable

　　D. objective

　　9. Paragraph 5 mentions that participants in early intervention programs have been　shown to do all of the following better than nonparticipants EXCEPT

　　A. Take care of there health

　　B. Support themselves financially

　　C. Take care of their own children

　　D. Have increased emotional development

　　10. According to paragraph 5, which of the following is true about the benefits of early　intervention programs?

　　A. These programs produce good short-term benefits but few long-term benefits.

　　B. Only the most expensive programs provide substantial benefits.

　　C. The Head Start program provides a range of benefits that no other program can　provide.

　　D. Some children benefit more than others do from these programs.

　　11. The word “seek” in the passage is closet in meaning to

　　A. claim

　　B. manage

　　C. fail

　　D. attempt

　　12. The passage mentions “developmental psychologist David Elkind” in order to

　　A. give an example of an expert who has designed an effective early childhood education　program

　　B. introduce an alternative view about the value of early childhood education

　　C. explain why early childhood education programs are less effective in the United States　than in other countries

　　D. refute the claim that academic success is dependent on factors outside parents’control

　　14. Directions: An introductory sentence for a brief summary of the passage is provided　below. Complete the summary by selecting the THREE answer choices that express the　most important ideas in the passage. Some sentences do not belong in the summary　because they express ideas that are not presented in the passages or are minor ideas in　the passage. This question is worth 2 points.

　　Preschool programs provide opportunities for young children to develop socially,　emotionally, and cognitively.

　　Answer Choices

　　A. In addition to stressing academic development, preschools should be enjoyable, since　studies show that children benefit from programs they find fun.

　　B. Preschool programs such as Head Start have been shown to help prepare children for　school and may also have long-team benefits in helping children become effective adults.

　　C. Studies have shown that preschool programs are most effective when they focus on　only one area of development rather than trying to serve the “whole child”.

　　D. The primary purpose of preschool programs varies by country, with some stressing the　importance of group experience, and others self-reliance or getting a good academic start.

　　E. Critics of preschool programs argue that these programs put undue pressure on　children and may not be effective of children are not developmentally ready for academic　work.

　　F. David Elkind is a critic of publicity funded preschool programs, arguing that the parent　cannot control their children’s emotional development.

　　托福TPO32閱讀題答案：

　　1. D　　2. A　　3. C　　4. A　　5. B　　6. A　　7. C　　8. B　　9. C　　10.D　　11. D　　12. B　　13. B　　14. BDE

　　托福閱讀TPO32原文答案解析：

　　第一題，D，細(xì)節(jié)題。根據(jù)第一段，日本的父母認(rèn)為孩子在學(xué)前班能夠怎么樣?用parents in Japan定位到該段的第三句話“...Japanese parents view them primarily as a way of giving children the opportunity to be members of a group”，這句話是說“日本的父母把它們看作是一個使孩子融入集體的好機(jī)會”。“它們”指代前文的preschools。四個選項(xiàng)中，只有D是原文的同義轉(zhuǎn)化，所以D正確。A說得到一個良好的學(xué)術(shù)開端，這是中國父母的想法;B說促進(jìn)他們的情感發(fā)展，沒有提及;C說變得更獨(dú)立，這是美國父母的想法。

　　第二題，A，詞匯題。whereas表示對比、轉(zhuǎn)折，選項(xiàng)中只有A中的Although表轉(zhuǎn)折，所以選擇A。B的because表因果;C的Moreover表遞進(jìn);D的Already表完成。

　　第三題，C，詞匯題.focus這個詞比較簡單，意為“集中、聚集”。因此選擇C。A的consider是“考慮”;B的respect是“尊重”;D的advise是“建議”。

　　第四題，A，推斷題。從第二段可以推斷出，HS項(xiàng)目是為什么樣的孩子而設(shè)計(jì)的?用the Head Start program定位到該段的第二句話“In the United Stated, the best-known program designed to promote future academic success is Head Start.”很明顯，這里僅僅介紹Head Start，無法推斷出題干的要求，因此我們往后看下。后面“Established in the 1960s......” the program has served...與題干相符，那這句話就是答案句，意思是說Head Start項(xiàng)目是為了響應(yīng)“貧困戰(zhàn)爭”的號召而建立的，這個項(xiàng)目已經(jīng)服務(wù)了13million的孩子和家庭，因此我們可以推斷出這個項(xiàng)目是針對貧困家庭的兒童，答案是A，do not have a lot of money對應(yīng)文中的poverty。B說的在幼兒園表現(xiàn)不好和C說的20世紀(jì)50年代出生的文中都未提及;D說的需要專注于社會感情因素的項(xiàng)目。雖然文中有提及，但是這是Head Start項(xiàng)目的內(nèi)容。

　　第五題，B，否定事實(shí)信息題。根據(jù)第三段，HS項(xiàng)目在以下哪一項(xiàng)是不成功的?用the Head Start program和successful定位到該段第一句話“Whether Head Start is seen as successful or not depends on the lens through which one is looking.”這句話說的是Head Start的成功與否取決與人們看待的角度，沒有提到哪些成功，哪些不成功，因此往后看。后面提到“如果這個項(xiàng)目是為了長期提高IQ分?jǐn)?shù)，那么它完全會令人失望”，令人失望不就是不成功，所以選擇B長期增加智商。A說幫助孩子適應(yīng)學(xué)校。“Preschoolers who participate...”這句話說到參加了這個項(xiàng)目的孩子們對未來的學(xué)業(yè)有著更充分的準(zhǔn)備，因此A的內(nèi)容是Head Start項(xiàng)目的成功。C說提高高中成績和D說防止孩子被分到特殊班級可以通過“Furthermore....”和“Finally...”這兩句話得到證明。

　　第六題，A，修辭目的題。作者提到引號里頭的內(nèi)容的原因是什么?用引號里的內(nèi)容定位到該段第一句話“In addition, results from...”。句首有個in addition“除此之外”，說明這個段落的內(nèi)容應(yīng)該是與上文某個東西并列的。通過做第五題，我們知道上一段在講Head Start這個項(xiàng)目的成功，因此第四段的內(nèi)容也是在講成功，因此選擇A。

　　第七題，C，細(xì)節(jié)題。根據(jù)第四段，對學(xué)前準(zhǔn)備項(xiàng)目的成本收益的分析表明什么?文中“for every dollar spent on the program,...”提到了成本和收益的問題，這里是說畢業(yè)生27歲時，納稅者在這個項(xiàng)目花費(fèi)的每一美元就可省下7美元，四個選項(xiàng)中只有C選項(xiàng)是原文的同義轉(zhuǎn)化，所以正確答案是C。A說的每在項(xiàng)目上投入7美元，只有1美元的收益，與原文的相反;B說項(xiàng)目的好處只會持續(xù)到參與者27歲的時候，文中的意思到27歲時，才有項(xiàng)目的好處，因此B選項(xiàng)說的時間不對;D說項(xiàng)目若要成功，就需要當(dāng)下的收益的7倍的投入，文中未提及。

　　第八題，B，詞匯題。comprehensive意為“綜合的，廣泛的”，只有B的thorough的意思最接近。A的易懂的，C的受尊敬的和D的客觀的都不靠譜。要是不懂這個詞的意思，可以把這個詞帶回原文，原文是說“最近關(guān)于早期介入項(xiàng)目的XX評估表明，總的來說BalaBala”，既然是“總的來說”，那評估就是一個綜合評估。

　　第九題，C，否定事實(shí)信息題。以下哪一項(xiàng)不是第五段提到的早期干涉項(xiàng)目的參與者比非參與者作的更好的地方?用participants in early intervention programs定位到文中“For instance, compared with children who did not participate in early intervention programs,...”這里說到與非參與者相比，參與者提高了情感和認(rèn)知能力，改善了教育成果，提高了經(jīng)濟(jì)的自足性，減少了犯罪行為的發(fā)生，改進(jìn)了健康行為。其中提高了情感和認(rèn)知能力與D選項(xiàng)對應(yīng)，D正確，不選;提高了經(jīng)濟(jì)的自足性與B選項(xiàng)對應(yīng)，B正確，不選;改進(jìn)了健康行為與A選項(xiàng)對應(yīng)，A正確，不選。因此答案是C，C的照顧好自己的孩子，這是無中生有。

　　第十題，D，細(xì)節(jié)題。根據(jù)第五段，以下哪項(xiàng)關(guān)于早期干涉項(xiàng)目的好處是正確的?用the benefits of early intervention programs定位到文中第一句話“preschool programs can provide significant benefits”學(xué)前教育可以帶來巨大的收益，緊接著就舉例說明帶來哪些好處，沒有對應(yīng)的選項(xiàng)。所以我們繼續(xù)往后看，“of course,...”這句話說到不是所有的項(xiàng)目都能產(chǎn)生這樣的收益，也不是每個孩子都能得到同等程度的提高，因此選擇D，有些孩子比其他孩子在項(xiàng)目中獲益更多，這是原文的同義轉(zhuǎn)化。A中的短期利益和長期利益文中沒有提及;B說只有最貴的項(xiàng)目能提供最大的利益，無中生有;C說將Head Start項(xiàng)目的收益與其他項(xiàng)目進(jìn)行比較，這也是沒有提及的。

　　第十一題，D，詞匯題。seek這詞比較簡單，解釋為“尋求、探索”，A是聲稱，B是管理，C是失敗，D是嘗試，因此只有D選項(xiàng)與seek最接近?；蛘邔eek帶回原文，原文是說“并不是所有的人都認(rèn)為在學(xué)前期XX學(xué)術(shù)上的提高是一件好事”，既然是提高肯定就attempt去提高，而不能是聲稱或管理或失敗提高，所以正確答案是D。

　　第十二題，B，作者意圖題。文中提到引號的內(nèi)容是為了什么?用引號的內(nèi)容定位到第六段的第二句話“In fact, according to developmental psychologist David Elkind...”根據(jù)according to我們可以判斷出這句話是舉例說明，例子是為了說明前文的觀點(diǎn)，所以我們往前看，前面“Not everyone agrees that...”提到并不是每個人都認(rèn)為在學(xué)前期追求學(xué)術(shù)上的提高是一件好事，說明這一段提出了與上文不一樣的觀點(diǎn)說明第六段的內(nèi)容與上一段提到的學(xué)前項(xiàng)目帶來的好處是相對的。因此選擇B，給出了一個關(guān)于早教價值的另一觀點(diǎn)。A說只是為了舉一個關(guān)于專家的例子，而且這個專家已經(jīng)設(shè)計(jì)出有效的早期兒童教育節(jié)目，文中的確舉了一個專家的例子，但是并沒有說這個專家設(shè)計(jì)出有效的早期兒童教育節(jié)目;C說解釋為什么美國的早教項(xiàng)目沒有在其他國家那么有效，文中有提到美國，但是沒有將美國和其他國家進(jìn)行比較;D說反對學(xué)術(shù)成功取決與父母控制之外的因素的觀點(diǎn)，這是被贊同的觀點(diǎn)，與原文的表達(dá)相反。

　　第十三題，B，句子插入題。我們先看下插入句說了什么?根據(jù)Elkind,這不僅會讓孩子產(chǎn)生痛苦的情緒，而且也不能帶來預(yù)期的認(rèn)知收益。句中的this是指代詞，讓孩子產(chǎn)生痛苦情緒，說明this肯定是指代不好的東西，回到原文，發(fā)現(xiàn)第二個空提到feel stress and pressure at a young age在小小年紀(jì)就感到壓力，所以插入句放在第二個空。

　　第十四題，BDE，文章小結(jié)題。我們先弄清楚每段的主要內(nèi)容是什么。主要內(nèi)容一般在段首。第一段的第一句話就說到學(xué)前班的形式在不同的國家各不相同，緊接著就以中國、美國和日本為例來說明。第二段是說為學(xué)齡前兒童設(shè)計(jì)的課程項(xiàng)目主要集中在社會因素和情感因素上，緊接著以Head Start項(xiàng)目來說明。第三、四、五段都是說學(xué)前項(xiàng)目帶來的好處。第六段是說每個人對學(xué)前追求學(xué)術(shù)上的提高觀點(diǎn)不一，說明不贊同學(xué)前教育帶來的好處。根據(jù)這些，我們一個個來看選項(xiàng)。A說除了強(qiáng)調(diào)學(xué)術(shù)發(fā)展，學(xué)前班應(yīng)該要非常輕松愉快，因?yàn)檠芯匡@示孩子們從他們覺得有趣的項(xiàng)目中學(xué)到更多。

　　在文中第三段提到了學(xué)前班的學(xué)術(shù)發(fā)展，但是沒有提到說“學(xué)前班應(yīng)該要非常輕松愉快”，所以A錯，不選;B說學(xué)前項(xiàng)目比如Head Start能夠幫助孩子準(zhǔn)備上學(xué)，也許對幫助孩子們成為有效的成年人也有長遠(yuǎn)的作用，這是第三、五段的主要內(nèi)容，所以B正確;C說研究顯示，在學(xué)前項(xiàng)目僅專注于一個發(fā)展領(lǐng)域而不是想要孩子全方位發(fā)展的時候，是最有效的。“whole child”在文中第二段提到了，但是這里說的是Head Start項(xiàng)目強(qiáng)調(diào)家長的參與，是為培養(yǎng)“全方位兒童”所設(shè)計(jì)的，并沒有提到怎么樣才最有效，所以C錯，不選;D說學(xué)前項(xiàng)目的目的在不同國家不一樣，有些強(qiáng)調(diào)集體體驗(yàn)的重要性，其他強(qiáng)調(diào)自立和好的學(xué)術(shù)開端，這是第一段的主要內(nèi)容，所以D正確;E說學(xué)前項(xiàng)目的批評者認(rèn)為這些項(xiàng)目給了孩子們過分的壓力，而且如果孩子的發(fā)育還沒準(zhǔn)備好學(xué)術(shù)的學(xué)習(xí)，這些項(xiàng)目就沒有效果。對學(xué)前項(xiàng)目的批評那就是第六段的內(nèi)容，所以E正確;F說David Elkind批評公共學(xué)前項(xiàng)目，他認(rèn)為父母不能控制孩子的感情發(fā)展。在第六段David Elkind的確批評了公共學(xué)前項(xiàng)目，但是并沒有提到父母不能控制孩子的感情發(fā)展，所以F錯。所以這題的答案是BDE。

　　托福閱讀TPO32原文參考譯文：

　　由于不同社會持有的關(guān)于兒童早教目的觀點(diǎn)的不同，學(xué)前班(5 歲以下兒童的教育項(xiàng)目)的形式在不同國家也大不相同。比如說，在一項(xiàng)中、日、美三國的跨國學(xué)前班調(diào)查中，調(diào)查者發(fā)現(xiàn)這三個國家的父母對學(xué)前教育的看法大相徑庭。中國的父母大都認(rèn)為上學(xué)前班可以幫孩子們打開學(xué)術(shù)上的大門，日本父母則把它們看做是一個使孩子融入集體的一個好機(jī)會。相比之下，美國父母認(rèn)為學(xué)前班最主要的目的是讓孩子減少依賴性并變得更加自立，盡管獲得一個良好的學(xué)術(shù)開端和團(tuán)隊(duì)經(jīng)驗(yàn)同樣很重要。

　　許多為學(xué)齡前兒童設(shè)計(jì)的課程項(xiàng)目主要集中在社會因素和情感因素上，而有些主要是為提升學(xué)齡前孩子們的認(rèn)知能力和給他們提供開始上幼兒園后會經(jīng)歷的正規(guī)指導(dǎo)。在美國，眾所周知的為促進(jìn)未來學(xué)術(shù)成功設(shè)計(jì)的項(xiàng)目叫“Head Start”，它是在20 世紀(jì)60 年代美國開始“對貧窮開戰(zhàn)”時建立的。這個項(xiàng)目已經(jīng)為超過13,000,000 孩子和他們的家庭提供了服務(wù)。它強(qiáng)調(diào)的是家長參與，是為培養(yǎng)“全方位兒童”所設(shè)計(jì)的，包括孩子們的身體健康、自信心、社會責(zé)任感以及社交與情感的發(fā)展。

　　Head Start 的成功與否取決于人們看待的角度。比如說，如果人們希望它可以帶來智商的長期增長，那它終將是令人失望的。因?yàn)楸M管Head Start 可以使智力迅速地提高，但這種增長并不會持續(xù)太久。而另一方面，很顯然，Head Start 的目標(biāo)是讓學(xué)齡前兒童做好上學(xué)的準(zhǔn)備。相對那些沒參加Head Start 的孩子們而言，參加了這個項(xiàng)目的孩子門對未來的學(xué)業(yè)有著更充分的準(zhǔn)備。而且，Head Start 的畢業(yè)生今后的學(xué)習(xí)成績會更好。最后，一些調(diào)查表明，雖然收獲一般，但最終Head Start 的畢業(yè)生在高中結(jié)束時會取得更高的學(xué)術(shù)成就。

　　此外，從其他類型的學(xué)齡前預(yù)備項(xiàng)目的結(jié)果來看，那些參加過學(xué)前項(xiàng)目的畢業(yè)生很少重讀，他們更愿意完成學(xué)校而不是預(yù)備項(xiàng)目。在畢業(yè)生長到27 歲時，納稅者在這個項(xiàng)目上花費(fèi)的每1 美元都可省下7 美元。

　　最近關(guān)于早期介入項(xiàng)目的綜合評估表明，總的來說，學(xué)前項(xiàng)目可以帶來巨大的收益，政府在早期投入的資金最終會減少未來的花銷。比如說，與沒有參與早期介入項(xiàng)目的孩子相比，參加了各種項(xiàng)目的孩子在情感和認(rèn)知能力上得到了提高，改善了教育成果，提高了經(jīng)濟(jì)的自足性，減少了犯罪行為的發(fā)生，改進(jìn)了健康行為。當(dāng)然，不是所有的的項(xiàng)目都能產(chǎn)生這樣的收益，也不是每個孩子都能得到同等程度的提高。此外，一些調(diào)查者稱那些相對便宜的項(xiàng)目和昂貴項(xiàng)目一樣好。

　　評估的結(jié)果仍然很樂觀，它認(rèn)為早期介入的潛在好處是不可估量的。并不是所有人都認(rèn)為在學(xué)前期追求學(xué)術(shù)上的提高是一件好事。事實(shí)上，據(jù)發(fā)展心理學(xué)家大衛(wèi)·艾爾凱德所說，美國社會急于催促逼迫孩子，以至于讓小小年紀(jì)的他們感到壓力。艾爾凱德認(rèn)為學(xué)術(shù)上的成功主要取決于父母控制以外的因素，如天生的能力和孩子的成熟速率。因此，如果不考慮特定年齡段孩子們目前的認(rèn)知發(fā)展水平，就不能期待他們掌握教材?？傊⒆觽冃枰l(fā)展適當(dāng)?shù)慕逃龑?shí)踐，那就是基于孩子的典型發(fā)展和獨(dú)特性的教育。