Cultivating college students' reading ability is an important aspect of learning Chinese language. If learners can perceive the process of reading, master the essentials of reading, and understand the important information of the text, their reading ability can be improved immediately after the teaching of reading units. This research is aimed at freshmen in the compulsory Chinese course with reading unit teaching and reading and testing. To explore the direct impact of reading unit instruction on learners' understanding of texts using reading concepts by comparing pre- and post-test scores. The reading content of this test is taken from cross-domain materials. The author tries to use graphic theory as a guiding theory for reading comprehension, to monitor and adjust the reading process through metacognitive strategies, and observe learners' ability performance from theoretical mastery to practical application. By using the pre- and post-test scores of the class to compare and statistics, this research proves that is effective and feasible for improving students' reading ability. The author looks forward to sharing such results, which can be used as a reflection and reference for college reading teaching.
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