本专著包括以下部分： 第一章是理论框架，主要介绍汉语书写系统的层级性特点与阅读成分理论。 第二章是文献综述，主要介绍前人关于第二语言阅读研究，特别是汉语作为第二语言的阅读研究。 第三章到第六章是具体的实证研究，分别从正字法知识（笔顺）、部件意识、汉字知识与语素意识等不同阅读层级考察汉语二语学习者阅读能力的发展。 第七章是总结与展望。

Chapter 1: Introduction
1.1 Problem Formulation
1.1.1 Character learning
1.1.2 Word learning
1.1.3 Summary
1.2 Outline of the Book
Chapter 2: Background Information
2.1 Theoretical Foundation
2.2 Chinese Writing System
2.2.1 A multilevel activation framework
2.2.2 Characters and radicals in Chinese
2.2.3 Morphemes and word formation in Chinese
2.3 Conceptualizations of Key Constructs
2.3.1 Radical awareness
2.3.2 Morphological awareness
2.3.3 Word-meaning inference
2.3.4 Linguistic knowledge
2.3.5 Semantic transparency
Chapter 3: Radical Awareness Development of L2 ChineseLearners in the U.S
3.1 Study Ⅰ: Chinese as a Heritage Learners vs. Non-heritage Learners
3.1.1 Introduction
3.1.2 Literature review
3.1.3 Method
3.1.4 Results
3.1.5 Discussion
3.2 Study Ⅱ: Stronger vs. Weaker Learners of Chinese Characters
3.2.1 Introduction
3.2.2 Literature review
3.2.3 Method
3.2.4 Results
3.2.5 Discussion
3.3 Pedagogical Implications and Limitations
3.3.1 Pedagogical implications
3.3.2 Limitations
Chapter 4: Character Meaning Retention in L2 Chines
4.1 Study I: Joint Contributions of Multilevel Linguistic Knowledge
4.1.1 Introduction
4.1.2 Literature review
4.1.3 Method
4.1.4 Results
4.1.5 Discussion
4.2 Study II: Does Radical Awareness Always Work?
4.2.1 Introduction
4.2.2 Literature review
4.2.3 Method
4.2.4 Results
4.2.5 Discussion
4.3 Pedagogical Implications and Limitations
4.3.1 Pedagogical implications
4.3.2 Limitations
Chapter 5: Word-meaning Inference in L2 Chinese
5.1 Study Ⅰ: The Effects of L2 Learners' Morphological Awareness
5.1.1 Introduction
5.1.2 Literature review
5.1.3 Method
5.1.4 Results
5.1.5 Discussion
5.2 Study Ⅱ: From a Perspective of Word Semantic
Transparency
5.2.1 Introduction
5.2.2 Literature review
5.2.3 Method
5.2.4 Results
5.2.5 Discussion
5.3 Study Ⅲ: An Interactive Effect of Learners' Linguistic
Knowledge and Words' Semantic Transparency
5.3.1 Introduction
5.3.2 Literature review
5.3.3 Method
5.3.4 Results
5.3.5 Discussion
5.4 Pedagogical Implications and Limitations
5.4.1 Pedagogical implications
5.4.2 Limitations
Chapter 6: Word Learning in L2 Chinese
6.1 Study I: From perspectives of learner-related and languagerelated factors
6.1.1 Introduction
6.1.2 Literature review
6.1.3 Method
6.1.4 Results
6.1.5 Discussion
6.2 Pedagogical Implications and Limitations
6.2.1 Pedagogical implications
6.2.2 Limitations
Chapter 7: Summary of Findings
REFERENCES
APPENDICES