What students learned from the previous stage in school would undergird the later success in competence. A well-developed education system should be able to help student seamlessly move up to next learning stage. Theoretically, students should have cultivated reading literacy required for studying in university when they graduated from high school. However, various international studies have shown that almost half of high school graduate did not have the reading competence qualified for academic study in university. In addition to the gap between the competences of high school graduate and the competence required for academic studying, there is another potential crisis. When it comes to cultivation of reading competence, language art teachers, especially Chinese subject, are thought to be the one who have the responsibility. In Chinese class, students read a lot of literature genre, such as prose, poetry, and classical Chinese. However, the texts that most undergraduates frequently read, except Chinese major students, are not literature works. They read more academic books, journals, and technical reports, which contain different ideas and perceptions to be identified. Students should not only understand the text, but also have high level reading comprehension and critical analysis of the text, which are included in academic reading literacy. There are research questions to be explored in this study. Is high school graduate already cultivated the academic reading literacy qualified for university study? Is there a gap between high school graduate's reading competence and the difficulty of the text used in university? What is the academic reading literacy that undergraduates should acquire? What kinds of text or mechanism should be applied for the evaluation of academic reading literacy? What kind of pedagogy or remedial instruction should be brought into practice for student who has insufficient academic reading literacy? Moreover, most of the English text analysis or reading assessment system target at students from kindergarten to 12th grade. And the Chinese reading assessment, smart reading system, is now applicable up to junior high school student. However, there is neither assessment system for analyzing reading competence of high school graduate and undergraduate, nor for undergraduate's academic reading literacy. Developing a feasible evaluation system of text and reading assessment that could be applied to high school graduate and undergraduate is also the task to be carried out in this study.
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