Evaluating the impact of graded readings on the recognition of Chinese characters and reading comprehension by learners of Chinese as a foreign language
Evaluating the impact of graded readings on the recognition of Chinese characters and reading comprehension by learners of Chinese as a foreign language

Summary/Abstract: This exploratory study investigated the effectiveness of graded readings with Chinese language beginners at the university level. The research focused on two primary questions: (1) How effective is the use of graded readings as a homework project in a beginning Chinese class? and (2) What are learners' perceptions of using graded readings? Data collection included the performances of the learners' Chinese character naming accuracy and speed, vocabulary recognition and reading comprehension tests, and a survey regarding the learners’ opinions of the graded readings. The study results show that after using the graded readings for a semester, the learners gained a higher character naming speed compared to learners who did not use the graded readings. In addition, the readings increased the learners' character and vocabulary knowledge and enhanced their reading comprehension.

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