How to use leveled readers to improve Chinese reading
proficiency for upper elementary Chinese Immersion
students
Yuqi Zhao
Northern Trails 5/6 School
Forest Hills Public Schools
December 2014
Section 1: Research Questions
I teach in 5th grade Chinese Immersion Program in a local elementary school of Grand Rapids,
Michigan. We are a 5th and 6th-grade school and each grade has over 250 students. We are running two
kinds of Immersion Program: Chinese Immersion and Spanish Immersion. Before students enter the 5th
grade Chinese Immersion class, they have already had over 5-year experience of learning Chinese. They
learned math and science through Chinese since they were in the kindergarten. However, the story in the
5th grade is different; we do not use Chinese to teach math and science any more, we focus only on
Chinese literacy. Teaching Chinese reading and writing are the most important components in our daily
teaching and learning practice.
This school year is my second year teaching in the program. Last year I taught the pioneer group, they
are the very first cohort to enroll in the program. Based on my observation, I found that, the general
reading proficiency of the students in our Chinese Immersion program is really low. That is to say their
Chinese reading skills cannot support them reading the books that fit their current intelligence
development and interests. The books they can read and understand are too childish for their age group.
When reflecting on this phenomenon, I’m thinking that if I can do some daily instruction to help my
students sharpen their Chinese reading skills and improve their reading proficiency that would be helpful
to gradually support them reading more great books.
Although I found the similar situation in Chinese writing, I still want to put my research focus on
improving student’s proficiency in reading. Reading is the input of language learning, and writing is the
output of language learning. Sufficient comprehensible language input is the foundation of quality
language output. Therefore, reading proficiency is the foundation of writing, only when you become a
good reader, can you become a good writer. In addition, reading is a big important chunk of our 5th
grade Chinese Immersion curriculum; we have to pay more attention to improving the reading to
guarantee our students have high quality learning experiences. What’s more, we have a bunch of
Chinese reading materials in our school media center. Those books are brand new and just launched in
the media center last year, but seldom of the students would like to check out those Chinese books.
Majority of them said that those books are too hard to read. If I can help my students improve their
reading proficiency and build confidence in reading Chinese, they would have more chances to enjoy
different kinds of interesting Chinese books and have more pleasant experience of learning and using
Chinese. Last but not the least; the school district bought me a set of leveled Chinese readers with
corresponding audios last year. This set of readers is designed based on vocabulary; it has 100-character
level all the way to 1200-character level. In each level, students can learn around 100 characters through
reading the stories. This set of readers is systematically developed and well organized. I really want to
make full use of these materials to support my students and enrich their Chinese learning.
Based on all the information I mentioned above, I’ m planning to do an inquiry research project about
“How to use leveled readers to improve Chinese reading proficiency for upper elementary Chinese
Immersion students”, and I expand this topic into three sub-research questions. The first one is “what
does the Chinese reading lesson include?” The second one is “to what extent do the leveled readers
impact my students’ learning in reading?” The last one is “to what extent do the leveled readers impact
my students’ engagement in reading?”
Section 2: Literature Review
For this inquiry research project, I focus on how to use leveled readers to improve my students’ Chinese
reading proficiency, and I narrow down my research into Chinese Immersion, Chinese Language and
Chinese Reading three main areas. After researching, I decided to include the following sources in my
literature review. There are 7 empirical literatures in academic journals, 2 videos and 1 website article.
First of all, I should have a look at the development and problems found in Chinese Immersion Program.
Because that my research is under the Chinese Immersion circumstance, I think it is necessary and
important for me to get more information about the Chinese Immersion Program before I start my
research.
One of the researches explored the benefits and challenges of language immersion, including academic
and educational achievement, language and literacy development, cognitive skill development, and
economic and sociocultural advantages. My inquiry project explores the ways to develop students’
reading proficiency. Thus, I want to see what research says about the ways of improving American
students’ Chinese literacy proficiency. Fortune, T. W. (2013) states that program designers wagered that
making the second language the sole medium for teaching core subject content, instead of teaching the
second language separately, would result in more students reaching higher levels of proficiency. This
quote reminds me the importance of combining content and language in my reading teaching.
Another article I’m interested in introduces Chinese Immersion from a big picture. It includes what is
Chinese Immersion teaching, typical problems found in the program and the advice for development.
There are three main problems mentioned in this article that is about establishing curriculum system,
teacher training and the textbooks shortness. Based on the local Chinese teachers’ feedback, it is
difficult to find available textbooks and materials; therefore they have to write the textbooks by
themselves, which is not systematical. According to the last problem, the author advice that Chinese
teachers and American teachers should work together to write the textbooks. However, every year,
Confucius Institute Headquarters (Hanban) devotes a huge amount of money, time and energy into
writing Chinese textbooks, but only a few can be adopted in the real oversea teaching. We have
textbooks in our school district Chinese Immersion Program, but my students do not like it, because the
textbooks are dry and boring, these books cannot match American students’ learning style. Under this
circumstance, the teacher training and professional development of how to use teaching strategies to
remedy the disadvantages of textbooks and materials we current have seems more urgent and important
than writing textbooks.
Secondly, I believe that if we can learn more about the features of Chinese language, can we learn better
in reading and writing Chinese. Especially for the students whose mother tongue is quite different from
Chinese. I found an evidence-based research, which is about teaching reading to Chinese and other three
countries’ children. The reason why I choose this research is that I want to learn more theories and
difference about Chinese reading and English reading. Thurlow, M., Liu, K., Albus, D., & Shyyan, V.
(2003) found that because the Chinese writing system represents morphemes, not phonemes as in an
alphabetic language, and there is no direct sound-symbol correspondence, Chinese children must
memorize many characters in order to learn to read. The vocabulary is the key to Chinese reading, the
student who has larger vocabulary should have better reading experience than the student who has less
vocabulary. What’s more, Anderson, Shu, & Zhang Anderson, Shu, & Zhang (1995) mentioned that the
literature indicates that students learning Chinese are able to learn meanings of characters from context
through reading grade appropriate books.
In addition, in Reading Strategies Revealed in Chinese Children’s Oral Reading, Wu, X., & Anderson,
R. C. (2007) indicate that, unlike learning to read English, learning to read Chinese does not require
knowledge of grapheme-phoneme correspondences but, instead, requires knowledge of phoneticsyllable correspondences. Therefore the phonological awareness is the key to learning to read Chinese.
However the phonetic clue doesn’t work all the time, learning phonological analogies and semantic
analogies can help students decode a character directly.
What’s more, some of the researchers summarized the features of Chinese words; first one is that there
is a large amount of compound words. If you knows the meaning of A and B, it is easy for you to decode
the meaning of AB, but AC compound may represent totally different meaning, which the readers
cannot figure out if they don’t know either character in this compound. Therefore, a reading problem
may emerge when the students cannot recognize the specific character in compound word. Jin, H., Lin,
D., Zhang, D., Wen, H., Zhu, H., He, X., & Mo, L. (2010) indicate that in teaching and training,
educational practitioners should not only emphasize students’ single character identification; instead,
teaching multiple reading skills is necessary in Chinese literacy instruction, including how to segment
sentences, how to identify compound words, and how to visually recognize a single character. These
findings help me rethink about the features of Chinese language and characters. It is so true that I should
expand my students’ vocabulary as well as develop their reading skills to recognize the compound
words and distinguish the compound words from the single characters.
As for the reading skills, there is a research which is looking for the relationship between L1 and L2
reading skills. Han, F. (2012) States that L1 reading skills maybe more important than FL proficiency
for the transfer of FL reading skills for the learners at lower-intermediate level. Based on the limited
Chinese language proficiency of my students, I have to consider reminding them to transfer their English
reading skills into Chinese reading.
Excepting the reading vocabulary and reading skills, understanding and comprehension also is an
important chunk to look at when thinking about improving students’ reading proficiency. Improving
Reading Strategies through an Understanding of Culture and Language explored the relationship
between Chinese language and culture background knowledge and the reading comprehension. As they
found, the reading problem for students of Chinese is that, the students can recognize characters in a
sentence, but they cannot comprehend the meaning of the sentence. This problem is very obvious in my
5th grade Chinese Immersion class, my students can decode well in the given passage, but I can still tell
that they do not understand the meaning of sentences by their sentence segments. The typical error is
making unnecessary stops in compound words.
Thirdly, I’m so curious about how other Chinese teacher did in their reading class and also want to see
how their kids perform in Chinese reading. One of the videos I found in YouTube is about 4th grade
Chinese Immersion interactive read aloud lesson. The teacher read a story about “scare”, she used a lot
of “making connections” comprehension strategies in the process. The students tried to find the things
happened in their life that scared them and expressed how they felt when they were scared. The content
of the story itself is sallow to the 4th grade students, but the teacher asking the students make
connections with their own life helps the students have opportunities to practice their reading strategies.
Another video I found demonstrates a small group reading performance of kindergarten students, I’m so
surprised by their reading fluency and the amount of vocabulary they can read. I noticed that the
students using their fingers to help them read. When they read the story of Little Red Hen, they pointed
out the characters they reading at the same time. I think this strategy is helpful for improving students’
reading accuracy and fluency, meanwhile this strategy fits for the features of Chinese. Chinese is made
of characters, and these characters are monosyllable, which means every sound represents a specific
Chinese character. Pointing out what they are reading can help the students make connection with the
sounds and characters, and then enhance their understanding of characters, words and the story. As a
result, this strategy also helps develop their reading comprehension skills. Another point I noticed in the
video is that all the kids read with tones, they are not only reading, but also acting. Make reading
dramatize is also a way to help students practice their reading comprehension.
At the end of the literature review, I found an interesting article talking about the relationship between
reading and cognitive level, including the analyzing of basic cognitive issues, reading fluency and
vocabulary acquisition and higher-level skills. Walter, H. C. (2003) found that less-skilled L2 readers do
not necessarily have fewer strategies than skilled readers, but they are less able to choose the appropriate
strategy for the problem at hand. This finding gives me a better idea in how to guide my students does
Chinese reading deferentially, and leveled readers are really good fits for the differentiation.
To sum up, some of the researches focus on analyzing the feature of Chinese language and then finding
solutions to develop reading comprehension skills, some of the researches try to find the relationship
between English and Chinese, and to see whether there are any possibilities to transfer the L1 reading
skills into foreign language learning. All of the researches help me have a better understanding about my
inquire research project and I think that I’m on the right track to use leveled readers and the
corresponding audios to help students expand their vocabulary and improve their reading proficiency.
Section 3: Investigative Approach and Tools

A description of your participants
The participants I am going to study with are the whole group of my 5th grade Chinese Immersion
students. Most of them are around 10 years old and have been learning Chinese for 6 years. From
kindergarten through fourth grade, they were continuously learning Math and Science in Chinese.

A description of the setting of your study
I am conducting this study in my Chinese class. Every school day we spend at least 30 minutes on
reading and testing. Students use their Chrome books listen to the audio of the book they are studying
now and practice reading after that. If they feel prepared, then the students would come to me or my
teaching assistant to have a test. They should read through the books, which are only 7 pages for each
book.
There are only two grades in my school, and both grades have Chinese Immersion program, the focus of
5th grade is reading and writing and to help the students transfer smoothly from 4th grade. Therefore
enhance language foundation skills are extremely important for students in 5th grade, and we spend
most of time to practice characters and literacy pieces.

A description of the data you will collect and the tools that you will use to collect this data
The three Data Collection Tools I choose to use are: A Professional Journal, Work Samples, and
Student-kept Records. I designed two different forms for recording the data. The first one is Reading
Notes, one piece of Reading Notes just for one book. In this piece of paper contains the basic
information about the book and the learning process of the students, they should write down the name of
the book, the date when starting to read this book, and the characters they don’t know in the book. When
they come to me for the test, they should bring this paper to me and I should record the mistakes they
make during the test. If students pass the test of that book, I would make a stamp on that Reading Notes
and then put that paper in their folders. Next, they should take a new Reading Note and start a new book
reading learning.
The second form is Weekly Reading Review Sheet, the students should record the name of books they
plan to review in home and the questions they might have in that form and parents should sign after that.
The purpose of this form is to help students record their learning and reviewing process in home.
Sub question 1:
what does the
Chinese reading
lesson include?
Data Collection
Tool 1:
A Professional
Journal
 Materials: Leveled
Chinese Readers
and corresponding
recordings
 Instruction: how to
Data Collection
Tool 2:
Work Samples
 Assessment: The
students comet to
teachers to read
the story they
learned by
Data Collection
Tool 3:
Student- Kept
Records
 Weekly reading
review sheet
read individually
 Technology
support: how to
use Google Drive
to play shared
reading resource
 Parents Support:
how to review
readings in homeclarification letters
and emails
Sub question 2: to
what extent do the
leveled readers
impact my students’
learning in reading?
Sub question 3: to
what extent do the
leveled readers
impact my students’
engagement in
reading?

 The students start
to require extent
reading block
 The students
require to have a
test on their
current leveled
reading frequently
themselves
 Reading Notes:
record their
reading process
and the vocabulary
learning process.
 Reward Stamps:
More and more
students pass the
test and rewards
stamps, which
means their
reading amount is
accumulated and
their vocabulary is
expanded
 Reading Notes:
More and more
students pass the
test and get
rewards.
 Enhance their
memory of current
expanded
vocabulary
 Double check the
questions they may
still have even
when they pass the
test.
A timeline for your study:
The leveled reading project started from Oct. 7th, my study timeline is from Oct. 7th to Nov. 11th.

A description of your role as the researcher
At the beginning of the research, my role of teacher takes major part. Because the two major data
collection tools, work samples and student-kept records, are both depend on students. I have to make
sure they understand how to record their learning appropriately and make sure the data they present to
me can be used in my research. It takes time to train the students to get used to the new reading
procedures and I’m very firm on that, therefore the teacher role is in the leading position. After one or
two weeks, most of the students got used to the procedures and they can do reading very well by
themselves, my role of researcher takes major part, I takes more time to observe the students and record
their progress, and analyze their common mistakes during test.

A plan for dealing with any ethical issues that you may encounter in conducting your project
Currently, I have no ethical issues emerged right now. If I have to do an audio or video record, I will
check with my school office first to ask for permission to do so. As far as I can see, at the beginning of
the school year, the school sent out the permission slips for all the parents. If the parents don’t allow
their kids appear in the video or audio, they would inform the school office. The school office would
send out the list to teachers, so when videotaping occurs, teachers understand who should be excluded in
the camera.
Section 4: Data Analysis /Findings

Description of what happened during your project
I start the leveled reading project at early October; the data collecting period is about 4 weeks. There are
3 major parts included in the project, materials, instructions, and parents support.
As for the materials, there are two sections, first section is the paper version leveled Chinese readers,
and second section is the digital version readers and the corresponding audios. The problem is that I only
have one set of the leveled readers, sometimes the students have to share the same book, which would
slow down their reading practicing. Therefore I scanned all the books and made them the digital version.
I shared all the digital version readers and the corresponding audios with my students through Google
Drive. In this way, every single student have their very own books and audios, they can definitely do
their own practice without other’s disturbing. At the same time, I can do differentiation clearly and
easily. What’s more, they can easily do review in home through Google Drive.
The second part is about instructions. In this part, I also conduct two sections, the first section is about
individual reading instruction and the second section is about technology instruction. Technology
instruction is easier; I just demonstrate how to use the google drive to find the digital books and the
audios and how to open the file to start to read. My students get it very quick and soon become an
expert.
Reading instruction takes me more time to practice with my students. I explained how to use the
Reading Notes during the reading time. First of all, they should go through the whole book and pick up
the words they have never met and then write down on the left column of the Reading Notes. Second,
they should listen to the audio and repeat the audio sentence by sentence. They should use “listen to
Read” method to finish the whole book. The best part of the readers is that every reader has the equal
number of pages. That is to say, no matter the 100 level readers or the 1200 level readers, they are all
14-page books, and each page has the same pattern, the left side contains Chinese words and the right
side has pictures. This kind of neat organization can help students get used to the regular practice and
get familiar with the readers faster. After the “listen to read” practice, they should go back to the
Reading Notes and go over the left column again to see whether they adapt some of the new words, and
then record the learned vocabulary in the “I got it” column and put the rest of the characters in the “I
forgot” column. When they complete the whole learning process, they just write down the date in the
date column. The purpose of the Reading Notes is to help the students track their learning process and
record their learning. When they finish one book, they should come to me or my teaching assistant to
read the whole book, if they only make 3 or less mistakes, they pass the test and can earn a red stamp on
their Reading Notes.
The third part of the leveled reading project is about parent support. After two weeks of starting the
leveled reading in my class, I found that only do reading in class is not enough for my students to sustain
what they have learned. If they can do review reading in home, that would be more beneficial for
improving their reading proficiency. Therefore I sent out a Chinese reading homework clarification
home and ask the parents to support the students reading in home with the digital books and the audios.
After that, the parents should sign on the Weekly Reading Review Sheet. The review reading materials
is the readers they’ve already passed in class; they should read them again to keep their memories fresh.
Generally speaking, my students did a great job on reading in class, but only a few students keep doing
the home reviewing consistently. My hunch is that I can in charge of the class reading but can’t reach
the home reviewing parts easily. After I mentioned the home reviewing reading in the parent-teacher
conference, parents showed their understanding and the welling to support, home reviewing parts gets
better than before.

Description of how you examined your data
Every day I can get tons of data back from student’s Reading Notes, tests, Weekly Review Sheets and
the interaction with my students in Chinese class. I recorded their reading progress carefully, and
compare and contrast students’ latest Reading Notes and the Notes they did before, to see whether I can
find any improvement in expanding vocabulary. I kept a pad of post-it notes in my pocket and jotted
down the evidence of their reading improvement, and then discuss with my teaching assistant about the
new findings. I also made a survey with my students in the end, and used their self-assessment results to
examine my findings.

Findings from each data source separately
The first data collection tool I used is A Professional Journal. I use post-it notes to jot down my
observations and new findings in class, or make up the notes during the recess time or my preparation
time. I want to share two typical stories from my professional journal. One day my teaching assistant
was testing a girl in her seat, all of sudden, the girl could not stop crying and my teaching assistant
stopped testing immediately and tried her best to comfort the girl. I was testing other students, and I
stopped and came to my teaching assistant. She told me that, Kaela wanted to pass the test desperately,
but she still had some words need to work with, I suggested her to have a little bit review before her
taking the second test. I sat down with Kaela, and she said that I’m OK but I really want to pass the test
and move to the higher level. I was so touched by her words. Through Kaela’s story, I can deeply feel
that my students really take the leveled reading class seriously and the higher level readers motivate
them to read more and learn more. In addition, this is also a great example to show me that “leveled
readers” impact my students’ engagement in reading.
Another story is about students sharing in class. One day morning, we were having the words study
lessons. I led students learning new vocabulary in our textbook. When we came to the word “brush”,
Stewart raised his hand and shouted out the “brush” in Chinese. I was so surprised by this, and asked
him where did he learn this word. Stewart said that I learned it from my reading book. And then, he
can’t stop sharing his reading experience and the story he learned. He said that there is a story in 400
level books, Lili, the girl wanted a birthday present and her mother said I would not give you one but I
would take you to the store to pick one. And then his brother wanted to go with them. His brother
suggested her lots of presents; one of them was a tooth brush. Stewart couldn’t stopping retelling the
story in front of the whole class, it seems like that he was conducting a presentation. At the same time, I
noticed that Leya was nodding her head frequently to agree with Stewart’s retelling. I tested other
students about this story; I knew every single detail about it. I was so surprised that Stewart never
missed a detail about the story. After that class, I was so excited; I knew that they could make
connections between the books the read and our daily learnings. Moreover, some of students showed me
impressive reading comprehension skills. I believe that “Listen to Read” help my students expand their
vocabulary in context, at the same time, the practice help them improve their reading comprehension
and proficiency. This is also an evidence to show me that “leveled readers” impact my students’ learning
in reading.
The second tool I used is Work Samples. The Reading Notes which used to record their reading process
is my major work sample. It is so much fun to read and dig information from the Reading Notes. I
collected Jonid’s Reading Notes from the first week to the fourth week. Jonid started from 400 level,
and he is good at Chinese. As for a learning model student, Jonid work really hard on his leveled
reading. You can tell from his Reading Notes that he takes a lot of notes to help him remember the new
vocabulary he selected from the readers. When compare the vocabulary on the notes, you can easily
found that the amount of the characters is increasing and so does the complexity of the vocabulary. I
hunch is that the leveled readers provide the students a chance to immerse in divers vocabularies, not
only the basic vocabulary, but also the daily life vocabulary and school life vocabulary. This is really
great way to enhance their reading foundation. Reading materials are made of characters, the more
characters they know, the more stories they can read.
The third tool I used is Student-Kept Records, which is the Weekly review sheet. As I mentioned before,
only a few students keep recording the home review reading. Therefore I got less data back from this
tool. However, I still found something interesting. Sophia is one of students who keep doing recording
her home review reading. Every morning, she comes to me before the class starts, and shows me her
home review reading records, and then asks me the questions about the words she picked out last night
when reviewing. Gradually, I found that the words she asked me were the words she was really struggle
with. After asking questions for several times, she finally got the words, and can get them right when the
words show up again in other books. This story tells me that home review reading is tedious but
necessary; it is really works for students to master the words. Practice makes perfect!

Patterns and themes that you found across data sources
I also did a survey about the “leveled readers” reading project among my students, one of the questions
is that do you like the reading test? I have 27 students in total and 20 of them said they like it. To some
degrees, using “leveled readers” and having a testing system are helpful in engaging students in reading.
Another question is about learning, all of the students admitted that they leaned new vocabulary from
the “leveled readers”, and 24 out of 27 students said that they learned a lot of vocabulary from the
reading lesson.
Based on the data I collected and the feedbacks from my students, I believed that the “leveled readers”
and the “listen to read” method help my students expand their vocabulary and improve their reading
comprehension and proficiency.
Section 5: Conclusion

A connection to the literature review
When go back to my literature review, I found that my inquiry research proved the researches I digged
before. First of all, I found that vocabulary is the foundation of reading in my literature review, the more
vocabulary they get, the more they can read. My students’ improvement in expanding their vocabularies
and developing their reading proficiency proved this point. Secondly, in the literature review, I found the
research talks about the importance of the context in reading, I believe that Stewart’s sharing is just a
right example about how context help students’ understanding and comprehension in reading.

A discussion of your reflective stance
My students and I really enjoy this “leveled readers” reading project. The survey shows that only 4
students don’t like “listen to read” and 17 out of 27 like it. I also had a discussion with my students
about the reading project we are doing right now. Generally speaking, they like it, and they feel so proud
when they get the reward stamps, but the stories are too long in the higher level, sometime they lose
their patience to practice the long story. I believe I will continue to do this reading project, and I will
search more suitable materials for students to support their reading practice.

A description of how your findings will guide your next steps
In addition, I really appreciate Stephanie Irizarry’s advice. Stephanie is our school district immersion
instruction coach; I shared my project with her and told her my concerns about how to expand the
vocabulary effectively in future. She helped me analyzed the Reading Notes I designed, and advised me
to add understanding section and apply self-assessment scale in the Reading Notes. That is to say, after
the students write down the new vocabulary and read the story, they can use the scale to self-assess their
vocabulary learning. We use Marzano assessment in our school district and there are 4 numbers in the
self-assessment scale, Number 1 means I don’t get it, Number 2 means I can understand with help,
Number 3 means I can understand and Number 4 means I understand and I can teach others. How
exciting if I can use self-assessment in my students’ reading process! Therefore, I decide to adapt
Stephanie’s idea in my future reading program.

Future presentation of this work
I really appreciate that I had a chance to conduct this reading project, I learned a lot in the process of
doing the project. I will be more than happy to share what my students and I did and what I found in the
project with my Chinese Immersion colleagues. If I have a chance, I’d like to share my work in some
Chinese Immersion conferences.
Reference:
Fortune, T. W. (2013). What the research says about immersion. Center for Advanced Research on
Language Acquisition. Web, 25.
Xiuqin, L. (2012) The characteristics and problems of Chinese Immersion in US——Case study of
Minnesota University Confucius Classroom. Newsletter of the International Society for Chinese
Language Teaching, volume 14. Retrieved from http://www.shihan.org.cn/topics/100338
Thurlow, M., Liu, K., Albus, D., & Shyyan, V. (2003). Literature on Early Literacy Instruction in Four
Languages (Chinese, Korean, Navajo, Russian). National Center on Educational Outcomes, University
of Minnesota.
Wu, X., & Anderson, R. C. (2007). Reading Strategies Revealed in Chinese Children's Oral
Reading. Literacy Teaching and Learning, 12(1), 47-72.
Jin, H., Lin, D., Zhang, D., Wen, H., Zhu, H., He, X., & Mo, L. (2010). Reading Disabilities of Chinese
Elementary School Students: Beyond the Phonological Deficits of Single-Character
Identification. International Journal of Special Education, 25(2), 1-7.
Wen, X. (1998). Improving Reading Strategies through an Understanding of Culture and Language.
Han, F. (2012). Transfer or Threshold: The Relationship between L1 and FL Comprehension
Monitoring. Australian Association for Research in Education (NJ1).
Ping, Y. (YouTube). (2011, September 8). Little Red Hen with Hats. Podcast retrieved from
https://www.youtube.com/watch?v=7jpkvR7bcnw
Walter, H. C. (2003). Reading in a second language. LTSN Subject Centre for Languages, Linguistics
and Area Studies (UK) The Guide to Good Practice.