D
There are many ways to memorize information. Do you read information in your head? Do you read it aloud? Do you take notes,or just ask someone to test you? We usually choose the best way for us.
Previous studies showed that reading information aloud helped people remember it better than reading it in their heads. However,the researchers of those studies paid attention to how well people could remember information,but not how well they could understand it. Researchers in Canada and Australia wanted to find out whether reading aloud had an effect on comprehension(理解力).
The researchers invited some people to do the new research. Those people got passages to read. They read some aloud,and read some in their heads. After reading each passage,they had to answer a few questions. Some questions tested their memory,and some tested their understanding of the passage.
The research team found that reading aloud improved memory. However,it didn't improve people's comprehension of the passage. Brady Roberts,one of the researchers,said,“Being able to remember information doesn’t mean you’ll understand it better.” He added,“Reading your shopping list aloud can help you buy the right things,but it’s not necessary to read difficult passages or textbooks aloud.”
()50. Why does the writer raise questions in Paragraph 1?
A. To teach how to read textbooks.
B. To find out the role of reading aloud.
C. To show ways to memorize information.
D. To introduce the best way to do studies.
()51. What does the underlined word “Previous” probably mean?
A. Past. B. Social. C. Creative. D. Main.
()52. Which of the following might Brady Roberts agree with?
A. Reading aloud can’t help people memorize textbooks.
B. Reading aloud can’t help people memorize shopping lists.
C. Reading aloud can’t help people finish a good shopping list.
D. Reading aloud can’t help people understand difficult passages.
()53. What’s the best title for the passage?
A. Can reading aloud improve memory?
B. Reading aloud doesn’t help comprehension
C. Reading aloud helps memory,but not comprehension
D. Researchers connect memory and comprehension

50. C 51. A 52. D 53. C

【分析】
50题：第一段开篇提到有多种记忆信息的方法，随后通过问句列举不同的记忆方式（默读、朗读、记笔记、他人测试），目的是展示这些记忆方法，对应选项C。A选项“教读课本”与原文不符；B选项“找朗读的作用”是后文内容，并非第一段问句的目的；D选项“介绍研究方法”无依据。
51题：划线词“Previous”所在句提到“Previous studies”，后文转折指出新研究关注理解力，说明“Previous”指“之前的”，对应选项A。B“社会的”、C“创造性的”、D“主要的”均不符合语境。
52题：Brady Roberts的观点是“记住信息不代表理解，朗读购物清单有用，但难的文章/课本不用朗读”，说明朗读不能帮助理解难的文章，对应选项D。A与原文“朗读帮助记忆”矛盾；B与原文“朗读能帮记购物清单”矛盾；C无依据。
53题：文章主旨是“朗读帮助记忆，但不提升理解力”，对应选项C。A仅涉及记忆，不全面；B仅涉及理解，不全面；D未体现朗读对两者的不同作用。
【解析】
50题：第一段通过问句列举多种记忆信息的方式，目的是展示记忆方法，故选C。
51题：“Previous studies”与后文新研究对应，意为“之前的研究”，故选A。
52题：根据Brady的表述，朗读对难的文章无帮助，即不能帮助理解难的文章，故选D。
53题：文章核心是朗读对记忆和理解的不同作用，即帮助记忆但不帮助理解，故选C。
【答案】
50.C 51.A 52.D 53.C
【知识点】
英语阅读理解、细节理解、词义猜测、主旨大意
【点评】
本文是一篇关于学习方法的阅读理解，考查细节理解、词义猜测和主旨大意，要求学生准确定位原文信息，把握作者意图和文章核心观点，属于中等难度的阅读题。
【难度系数】
0.6