Abstract: As one of the extended learning task groups, whole-book reading aims to enhance students’ overall cognitive abilities and enrich their spiritual world. Currently, whole-book reading instruction faces problems such as superficial teaching content, fragmented teaching time, and shallow teaching objectives. An in-depth analysis of the connotations and characteristics of the hierarchical advanced reading theory, along with an explanation of its value, can inform the design of whole-book reading instructional task groups: at the interpretation layer, foundational tasks oriented toward overall perception are designed; at the decoding layer, sophisticated tasks aimed at exploring the secrets of expression are designed; and at the evaluation layer, critical tasks geared toward expansion and transfer are designed. From the interpretation layer to the decoding layer and then to the evaluation layer, the objectives progress layer by layer and the tasks build up accumulatively, moving from basic reading to aesthetic reading and finally to critical reading. This approach embodies the concept of learning progression and cultivates students’ core Chinese literacy.