Reading in Chinese as a second language (L2) is a complex process. Reading aloud provides us with a transparent window to observe the reading process and reading comprehension. My dissertation examines the oral reading miscues from intermediate Chinese L2 readers and investigates the causes of miscues in Chinese L2 reading. Findings illuminate Chinese L2 readers’ cognitive and linguistic difficulties in reading comprehension, yielding insights into potential instructional interventions and support for educators and researchers.