The study investigated L2 learners' perceptions of narrow reading. Thirty-two students finished four sets of graded readers organized by the same author with the same genre and same title, or random texts. After finishing each set of three graded readers, the students answered an eight-item questionnaire and wrote their reading feedback. Linear mixed effect models were used to analyse the data gathered from the questionnaire, taking the participants as the random effect variable, and four forms of text organization, reading time order, language proficiency, and the reading text sequence as fixed effect variables. The two 10-week treatments revealed that text organization and language proficiency have significant effects on the students' perceptions, while reading time order and text sequences do not. Students' written feedback indicated that all texts were interesting except the texts of the same titles which were boring for having to be read three times. Students' written feedback provided valuable information for selecting reading texts. Implications of the study are discussed.