An Investigation on Instructional-Level Reading Among Chinese L2 Learners

Abstract

This study investigates oral reading speed and accuracy rates, silent reading speed and comprehension rates, and the relationship between oral reading fluency and reading comprehension at the instructional level of reading among Chinese-as-a-second-language (Chinese L2) adult learners across four learning levels. 80 students from three U.S. universities participated in the study. The results showed that when reading a material at the instructional level, oral reading speed increases as learning level increases for Levels 1-3, but not for Level 4, and silent reading speed increases across learning levels, but not synchronizing with reading-comprehension rate. A mid-to-high correlation was found between oral-reading fluency and reading comprehension for Levels 1-3, but not Level 4. However, a trend was observed, in that correlation strength decreases as learning level increases. Based on the findings, a scale for selecting instructional-level reading material for Chinese L2 was proposed, along with pedagogical suggestions.