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may have already acquired 5000 to 7000 words before they formally begin reading instruction in schools. They also have a good intuitive sense of the grammar of English. The Chinese readers typically have not already acquired a large store of oral English vocabulary; nor do they have a fairly complete sense of the grammar of English. Transfer effects derived from language processing differences can also cause difficulties for L2 students. The native readers’ syntactic knowledge can also be an interference. For example, the component that expressed by the subject in Chinese sentence may be expressed by the object in English. e.g. 1) Bill is a most reliable person. He has our absolute trust. 比尔是个靠得住的人，我们绝对相信他。 2)Yesterday I went to the cinema, and I had a very good seat. 昨天我去看电影，我的座位很不错。 Word order variation, relative clause formation, complex noun phrase structure, and other complex structural differences between Chinese and English can mislead the Chinese readers. For instance in English, people say “This seems to be a hat of hers”, however in Chinese , people say “这好像是她的帽子,”which posit the person or object to be described precede their modifiers. Chinese readers often get hindered when they encounter such a sentence as “Though my aunt pursued what was, in those days, an enlightened policy in that she never allowed her domestic staff to work more than eight hours a day, she was extremely difficult to please.” This is a sentence which consists of an adverbial clause of concession that includes a what-clause, but the what-clause is separated by the parenthesis “in those days”. What’s more, it also contains a causal clause leaded by “in that”. The real subject is leaded by the last six words. When referring to the noun phrase structure, there are also interferences. For instance, by using different ways of stress, “green house” may be analyzed as a compound word with the Chinese meaning “温室” or it may be analyzed as two English words, “绿色的房子”. Orthographic differences between a student’s L1 and English have often been cited as a likely cause of additional difficulties. For example, the Chinese characters belong to the logographic writing systems while the English letters belong to the alphabetic writing systems. These two writing systems have different punctuation and spacing of writing forms, and different phonological systems. Although punctuation and spacing of written forms do not seem to disadvantage the Chinese readers, differences in phonological systems do have been discussed as a source of difficulty for Chinese readers (William Grabe, 1991:383). The logographic writing systems seem to favor lexical access through direct recognition of word forms. As the Chinese characters are composed by radical, which provide information for the pronunciation, and determinal, which provide clues of the word meaning, it is easier to relate the word to its meaning. However, this is usually not true with English words. It is often the case that a Chinese reader’s reading an English passage takes longer time than his reading of a Chinese one. The reading time will last even longer when he encounters the capital English letters. And he may go through the process of translating the letters into minuscule. Linguistic differences at syntactic and discourse levels are more likely to have an influence on readers’ comprehension. Mitchell, Cuetos, ＆Zogar(1990) have argued that syntactic parsing strategies may vary