ABSTRACT
The purpose of this chapter is to review research focusing specifi cally on reading comprehension and students who are learning English as a second language. I identify two bodies of research and review landmark studies within each body. Finally, I discuss commonalities between the two research perspectives and suggest a way to use the information from both bodies of research to inform our understanding of the complex issues surrounding English language learners and reading comprehension. I explore studies related directly to reading comprehension and English language learners that are most likely to inform instructional practices in U. S. schools and suggest areas for further research. Specifi c parameters are set for each section of the review. In the Landmark Studies section, I include only research studies with empirical data related directly to reading comprehension. In subsequent sections of this chapter, I discuss research studies indirectly related to reading comprehension and reports by researchers on instructional practices.
