What are Graded Readers
For most Americans, the words “graded readers” probably bring the Dick and Jane series to mind. Graded readers, also known as basal readers, use a very controlled set of vocabulary words to tell a story, typically in a series. While many schoolchildren in the US encounter graded readers in English, they are also available in Chinese.
How Graded Readers Work
Graded readers are a great resource for students learning to read in Chinese. Many adult students are highly motivated and want to start reading in Chinese right away. So they pull up an article in the New York Times in Chinese and try to read it. But they have to look up every other word. With copy, paste, and Google Translate, this is not too difficult, but it is not reading. Students just don’t get the fluency that comes with reading. To a fluent reader, graded readers seem really repetitive. It is this repetition however, that helps students learn. This guiding reading about Mid-Autumn Festival is an example of how repetitive a reader should be. Even if you don’t understand Chinese, you can still see that the same characters are repeated over and over again.
Why Use Graded Readers?
In contrast, some adult students really don’t care about learning to read. This is unfortunate because it really limits their ability to learn later on and leads to misunderstandings later on. I recall one person who was fairly fluent in Chinese telling meant that the word for shark was “killer fish.” It’s not. They’re both sha1yu2 in pinyin, but shark is actually 鲨鱼 NOT 杀鱼. With graded readers, students can learn to read in Chinese as they acquire their oral proficiency. This is far less daunting than building a vocabulary in written Chinese much later.
All About Authres
So where does that leave authentic resources? Authentic resources (or #authres on teacher Twitter), are those texts written by native speakers for native speakers. Many teachers love using authres because they give students a glimpse of the target culture(s). The trouble with authres is that they are often too difficult for beginner and intermediate students. Some adults try reading children’s books only to find that they too are filled with words that they don’t know. Furthermore, children’s books often contain low-frequency words. The example below has a lot of high-frequency words like 吃 （eat), but also low-frequency words like 粽子 (a type of food).
Make it Short and Use Pictures
While it is challenging to use authres for beginner and intermediate students, it is worth it for the cultural knowledge. To work around the issue of authres having too many unfamiliar words, I usually use very short texts. This way students don’t get overwhelmed from having too many words. In an hour-long class, we definitely have enough time to go over a few short texts.
I also like to make sure that my authres have a strong context. If there are accompanying photos/illustrations it is so much easier for students to figure out the meaning. Remember, students need to connect the words that they see and hear to meaning if they want to acquire language. If they don’t “get” what they are reading, it just will not sink in.
Two is Better Than One
In order to acquire reading proficiency in Chinese, students should use both graded readers and authres. Graded readers help non-native speakers read fluently (without checking the dictionary every other word). Authres give students a view into the target culture and by their very nature, are interesting to students.
Graded Readers in Chinese: