The Lack of Standardized Chinese Reading Proficiency Assessment Tools in Chinese Basic Education: The Current State, Causes, and Solutions
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Published
Jul 31, 2025
Abstract
The lack of established Chinese reading proficiency assessment tools at the basic education level has hindered the scientific evaluation and systematic cultivation of reading ability in Chinese students. The study describes the current state of reading proficiency assessment in China and analyzes the underlying causes of the lack of established reading assessment tools in Chinese basic education, which include education culture-related factors like the pervasive utilitarian attitudes towards reading and misconceptions of reading proficiency, technical issues like the complexity of the Chinese language, insufficient reading assessment data, and research limitations, and education policy-related factors, such as the delayed reform of the education evaluation system and the lack of relatively unified understanding of reading proficiency. Corresponding suggestions are also proposed to address these challenges.
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Keywords
Chinese Reading Proficiency, Reading Assessment, Standardized Reading Assessment Tool, Chinese Basic Education
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No funding sources declared.
References
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Jeon, E. Y., & Day, R. R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(02), 246-265. http://hdl.handle.net/10125/66901
Lennon, C., & Burdick, H. (2004). The Lexile Framework as an approach for reading measurement and success. electronic publication on www. lexile. com. Available at: https://cdn.lexile.com/m/resources/materials/Lennon__Burdick_2004.pdf
Lyon, G. R., & Weiser, B. (2009). Teacher knowledge, instructional expertise, and the development of reading proficiency. Journal of learning disabilities, 42(5), 475-480. DOI: https://doi.org/10.1177/0022219409338741
Merke, S., Ganushchak, L., & van Steensel, R. (2024). Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis. Educational Research Review, 42, 100572. DOI: https://doi.org/10.1016/j.edurev.2023.100572
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Smith, A. F., Westberg, K., & Hejny, A. (2017). Accelerated Reader Program: What Do Teachers Really Think? International Journal of Higher Education, 6(3), 138-146. DOI: https://doi.org/10.5430/ijhe.v6n3p138
Song, L. (2014). The leveled reading program by Jieli Publishing House (master’s thesis). Guangxi Minzu University. Available at: https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1pxuqZXdETi59vriX9aHUVWxcjdiy_EoUsQfKfqJdi3oLMA4WrqH-KRaETsmH3b-AgSfXVdILi0EHRfQWOnyfOmftsUqhBL7AOvaSHabwCFtXU8CrG5oTI3PqqrTW-IvG8J1X7Mi4unokunoQljMAOMuX4mh3Hni6NKRFpEy18fOmusYFWfyLip1CCO4Je1_vQ=&uniplatform=NZKPT&language=CHS
Southern Research Center for Leveled Reading (2009). A reading proficiency evaluation framework for children and adolescents. People’s Education, 2009(Z2), 79. Available at: https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1oEJduXdOdd0_krL5NANC12GmeHSU-XLw9lnJLMBCP-ah7u10DKp1aN2TOf5Usb845WLQTv2WSBh-2xASF-Wwdh4Ou1mAwkGRwusFm9wAsw4p2Myq1LD9BArZUKnSN-VS7FbjrtwJJZV3hSEk_W4EFjk2TSys02cSaxATEqVk6CZg==&uniplatform=NZKPT&language=CHS
Woodcock, R. W. (2011). Woodcock Reading Mastery Tests, Third Edition (WRMT-III) [Database record]. APA PsycTests. DOI: https://doi.org/10.1037/t15178-000
Xiang, Z. (2022). Leveled reading in Chinese in mainland China (master’s thesis). Central China Normal University. Available at: https://link.cnki.net/doi/10.27159/d.cnki.ghzsu.2022.001793
Yan, X., Lu, M., Song, X., Liu, J. & Yu, B. (2025). A review of PISA reading literacy assessment in China: Visualized analysis based on CiteSpace. Journal of Chifeng University (Chinese Philosophy and Social Sciences Edition), 46(04), 93-97. DOI: https://doi.org/10.13398/j.cnki.issn1673-2596.2025.04.010.
Yang, H. & Yang, J. (2019). Factor analysis of the construct of mathematical reading proficiency of primary school students. Journal of Mathematics Education, 28(05), 14-18+91. Available at: Https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1qOrUSUUiTGWHG3_1BKJ-7wOc2VprI7LPT5BKl1iZZOzzAjoKIhe9c3J5kSUoyMUBG7bRe2zhPsepMmUwZTMGEkhkjMaHZ2GgGO63qHaJlj92gz21mYTgWiA7bDSI26lF7Y18TdTFJUVe8_2iLoqMJ0z8evrlfb-gwPKqXFFW2Cxw==&uniplatform=NZKPT&language=CHS
Yang, Y. (2022). A semester achievement assessment scale: Practical exploration of whole-book reading proficiency assessment tools for primary school students. Language Planning, 2022(14), 54-57. DOI: https://doi.org/10.16412/j.cnki.1001-8476.2022.14.021.
Yang, Z. & Yang, T. (2018). Construction of a reading proficiency scale and its psychometric analysis. Educational measurement and evaluation, 2018(03), 5-13. DOI: https://doi.org/10.16518/j.cnki.emae.2018.03.002.
Yao, L. (2012). Reading proficiency assessment: Elements, levels, and indicators. Research in Educational Development, 32(Z2), 35-39. DOI: https://doi.org/10.14121/j.cnki.1008-3855.2012.z2.017.
Zhang, Y. (2007). Design and application of international reading tests: The implications for Chinese reading assessment. Journal of Capital Normal University (Social Sciences Edition), 2007(02), 145-149. Available at: https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1rcDr7IVwxvlR5Jc5FNdEW0FhhRejsoT_Oj1Z3nZ_QtjOHhgihgGr-dc75_qQ5XqzrfGWPbRIs5XgEbvrcFkiAaG88__y1iy9hUeYxUBhGj2JJm1NrlGaM0nsFS16hs6Ybk-QqNTYyEW-2rsvKsU5NrIYqqr60234R1Y7RTmLiCCw==&uniplatform=NZKPT&language=CHS
Zhang, Y., Zheng, G., & Guan, H. (2015). Chinese Reading Proficiency of Junior Secondary Students. Journal of Educational Studies, 11(06), 83-90. DOI: https://doi.org/10.14082/j.cnki.1673-1298.2015.06.010.
Zhao, J. (2017). The evolution of the connotations of reading proficiency and coping strategies for the Chinese language test in Gaokao: A review of the trajectory of Chinese reading proficiency assessment in Gaokao in the past 40 years and analysis of relevant issues. Curriculum, Teaching Material and Method, 37(12), 43-49. DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2017.12.008.
Education Research Office of Shanghai Municipal Education Commission (2021). Reading literacy cultivation in Shanghai students: Practice and lessons. Available at: http://www.moe.gov.cn/jyb_xwfb/moe_2082/2021/2021_zl35/dudao1/202104/t20210428_528949.html
Gao, S. & Zhou, J. (2024). Strategies for increasing the reading speed in primary school students. Language Planning, 2024(10), 68-71. DOI: https://doi.org/10.16412/j.cnki.1001-8476.2024.10.025.
Guan, T., Yang, F. & Zhu, Y. (2025). A preliminary discussion on reading ability development in Chinese adolescents. Journal of the Chinese Society of Education, 2025(03), 75-82. Available at: https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1oGNfWNyoQvUvmtPPoBqqXFukOVWRg28bgo0zM7ED97-QjtpYHc1x2A3sgQVKK7fTv-EjJxzKDc_la8GHMQ09yBx03DyzpTxxjkHHc-7wtBl1vb0YyLXQVP8oGo6BCuVExb6G7aU1KCXAp0u6OQSlh2O7LzAzXFKXcyXpr2MhzAug==&uniplatform=NZKPT&language=CHS
Jeon, E. Y., & Day, R. R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(02), 246-265. http://hdl.handle.net/10125/66901
Lennon, C., & Burdick, H. (2004). The Lexile Framework as an approach for reading measurement and success. electronic publication on www. lexile. com. Available at: https://cdn.lexile.com/m/resources/materials/Lennon__Burdick_2004.pdf
Lyon, G. R., & Weiser, B. (2009). Teacher knowledge, instructional expertise, and the development of reading proficiency. Journal of learning disabilities, 42(5), 475-480. DOI: https://doi.org/10.1177/0022219409338741
Merke, S., Ganushchak, L., & van Steensel, R. (2024). Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis. Educational Research Review, 42, 100572. DOI: https://doi.org/10.1016/j.edurev.2023.100572
Ministry of Education of China & Propaganda Department of the CPC Central Committee (2025). Circular on Further Implementing the National Reading Initiative for Adolescent Students. Available at: http://www.moe.gov.cn/srcsite/A06/s3321/202506/t20250605_1193064.html
Smith, A. F., Westberg, K., & Hejny, A. (2017). Accelerated Reader Program: What Do Teachers Really Think? International Journal of Higher Education, 6(3), 138-146. DOI: https://doi.org/10.5430/ijhe.v6n3p138
Song, L. (2014). The leveled reading program by Jieli Publishing House (master’s thesis). Guangxi Minzu University. Available at: https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1pxuqZXdETi59vriX9aHUVWxcjdiy_EoUsQfKfqJdi3oLMA4WrqH-KRaETsmH3b-AgSfXVdILi0EHRfQWOnyfOmftsUqhBL7AOvaSHabwCFtXU8CrG5oTI3PqqrTW-IvG8J1X7Mi4unokunoQljMAOMuX4mh3Hni6NKRFpEy18fOmusYFWfyLip1CCO4Je1_vQ=&uniplatform=NZKPT&language=CHS
Southern Research Center for Leveled Reading (2009). A reading proficiency evaluation framework for children and adolescents. People’s Education, 2009(Z2), 79. Available at: https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1oEJduXdOdd0_krL5NANC12GmeHSU-XLw9lnJLMBCP-ah7u10DKp1aN2TOf5Usb845WLQTv2WSBh-2xASF-Wwdh4Ou1mAwkGRwusFm9wAsw4p2Myq1LD9BArZUKnSN-VS7FbjrtwJJZV3hSEk_W4EFjk2TSys02cSaxATEqVk6CZg==&uniplatform=NZKPT&language=CHS
Woodcock, R. W. (2011). Woodcock Reading Mastery Tests, Third Edition (WRMT-III) [Database record]. APA PsycTests. DOI: https://doi.org/10.1037/t15178-000
Xiang, Z. (2022). Leveled reading in Chinese in mainland China (master’s thesis). Central China Normal University. Available at: https://link.cnki.net/doi/10.27159/d.cnki.ghzsu.2022.001793
Yan, X., Lu, M., Song, X., Liu, J. & Yu, B. (2025). A review of PISA reading literacy assessment in China: Visualized analysis based on CiteSpace. Journal of Chifeng University (Chinese Philosophy and Social Sciences Edition), 46(04), 93-97. DOI: https://doi.org/10.13398/j.cnki.issn1673-2596.2025.04.010.
Yang, H. & Yang, J. (2019). Factor analysis of the construct of mathematical reading proficiency of primary school students. Journal of Mathematics Education, 28(05), 14-18+91. Available at: Https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1qOrUSUUiTGWHG3_1BKJ-7wOc2VprI7LPT5BKl1iZZOzzAjoKIhe9c3J5kSUoyMUBG7bRe2zhPsepMmUwZTMGEkhkjMaHZ2GgGO63qHaJlj92gz21mYTgWiA7bDSI26lF7Y18TdTFJUVe8_2iLoqMJ0z8evrlfb-gwPKqXFFW2Cxw==&uniplatform=NZKPT&language=CHS
Yang, Y. (2022). A semester achievement assessment scale: Practical exploration of whole-book reading proficiency assessment tools for primary school students. Language Planning, 2022(14), 54-57. DOI: https://doi.org/10.16412/j.cnki.1001-8476.2022.14.021.
Yang, Z. & Yang, T. (2018). Construction of a reading proficiency scale and its psychometric analysis. Educational measurement and evaluation, 2018(03), 5-13. DOI: https://doi.org/10.16518/j.cnki.emae.2018.03.002.
Yao, L. (2012). Reading proficiency assessment: Elements, levels, and indicators. Research in Educational Development, 32(Z2), 35-39. DOI: https://doi.org/10.14121/j.cnki.1008-3855.2012.z2.017.
Zhang, Y. (2007). Design and application of international reading tests: The implications for Chinese reading assessment. Journal of Capital Normal University (Social Sciences Edition), 2007(02), 145-149. Available at: https://kns.cnki.net/kcms2/article/abstract?v=__pNPjlwk1rcDr7IVwxvlR5Jc5FNdEW0FhhRejsoT_Oj1Z3nZ_QtjOHhgihgGr-dc75_qQ5XqzrfGWPbRIs5XgEbvrcFkiAaG88__y1iy9hUeYxUBhGj2JJm1NrlGaM0nsFS16hs6Ybk-QqNTYyEW-2rsvKsU5NrIYqqr60234R1Y7RTmLiCCw==&uniplatform=NZKPT&language=CHS
Zhang, Y., Zheng, G., & Guan, H. (2015). Chinese Reading Proficiency of Junior Secondary Students. Journal of Educational Studies, 11(06), 83-90. DOI: https://doi.org/10.14082/j.cnki.1673-1298.2015.06.010.
Zhao, J. (2017). The evolution of the connotations of reading proficiency and coping strategies for the Chinese language test in Gaokao: A review of the trajectory of Chinese reading proficiency assessment in Gaokao in the past 40 years and analysis of relevant issues. Curriculum, Teaching Material and Method, 37(12), 43-49. DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2017.12.008.
How to Cite
Cheng, X. (2025). The Lack of Standardized Chinese Reading Proficiency Assessment Tools in Chinese Basic Education: The Current State, Causes, and Solutions. Science Insights Education Frontiers, 29(1), 4739–4755. https://doi.org/10.15354/sief.25.re565
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