The purpose of this study is to find a way to improve the reading ability of Chinese learners by using the connected adverbs to understand the context of the text. There are two major discussions on the process of Korean reading. One is the process of grasping the meaning of the text by activating the background knowledge related to the contents of the text and the other is the process of composing the meaning of the text based on the meaning and function of the language elements composing the text. The former is called the top-down comprehension process and the latter is the bottom-up comprehension process. The upward approach is an essential process to faithfully construct the semantic structure of the writing and is an essential process that must be in any reading comprehension. It is the most basic reading method to successfully read the text even when there is no proper prior knowledge. It is also the most practical way to teach students together. In this study, we propose to use this bottom - up reading instruction method to find the linguistic element which is a clue of understanding in the language data of text, Korean connection department generally connects words, phrases or sentences, and it can be seen as a language element because it has the function of decorating it by connecting the meaning of the previous sentence to the following sentence. Since the learner helps the learner to guess the text meaning and grasp the structure, it is possible to understand the text faster and more accurately by explicitly emphasizing the role of the adverbial adverb when reading the lecture. Therefore, this study establishes the use of connection adverbs as an element of the upward reading method and defines the concept. We also demonstrate through experiments that connection adverbs have a positive function in the understanding of reading. The purpose of this study is to clarify the usefulness of using adverbs in reading comprehension. In chapter Ⅰ, we clarify the purpose and necessity of the research, and focus on the research category by studying the previous research and set the research direction. In chapter Ⅱ, we examine the concept and semantic aspects of reading and reading models and connected adverbs as the theoretical foundation of this study. In particular, I will focus on the Chinese expressions of connected adverbs selected as research subjects and examine how adverbs are treated in current Korean language education. In chapter Ⅲ, based on the contents of chapter Ⅱ, we quantitatively confirm the understanding of connection adverbs of Chinese learners and analyzed the recognition errors of connected adverbs. Also, teachers on the actual condition of Korean reading education and connection adverbs. The survey was conducted to find out the recognition and utilization of learners. Next, the correlation between the function of the adverbial adverbs and the reading comprehension was verified through experiments. chapter Ⅳ, we show the teaching-learning model for reading instruction and the actual way of applying it to student's reading correctly. In accordance with the proposed plan, we will give concrete examples of the learning method for Chinese learners. This study has significance in the following aspects. First, it has value because it is a basic data for the design of teaching and learning contents and teaching and learning plan for Korean reading education by qualitatively analyzing the correlation between connection adverbs and reading comprehension. Second, this study has significance in that it applies not only the reading lesson to train the adverbial adverbs utilization strategy but also the application in the actual Korean language education field.