ABSTRACT
This chapter reports wang’s analysis of the miscues of her second-year American students reading a story in Chinese. She used the methodology—miscue analysis—that the author developed in miscue research in English that is consistent with scientific realism. Her intent is to see whether the theory of the reading process built on that research also explains reading in Chinese. Due to its social-cultural and psycholinguistic nature, the reading process is much the same for all languages, with minor variations to accommodate the specific characteristics of the language. So, the theory of reading English shows the same structures and processes at work in Chinese. Wang is able to refine the theory of reading so that is consistent with the characteristics of the Chinese language and its writing systems and the reading of her students. The miscues her readers produce provide actual evidence of the readers’ transactions with the text.
