ABSTRACT
This chapter outlines some of the complexities involved with second language (L2) reading, key issues concerning L2 reading processes and learning, and some of the implications of these issues for instructional practice. The many purposes for reading, although drawing on the same cognitive processes and knowledge resources, do so in differing combinations and with varying emphases on these processes and resources. L2 readers often develop a higher level of meta-linguistic and meta-cognitive knowledge while first language (L1) readers typically have a more tacit knowledge of their native languages. As an L2 reader becomes fluent and highly skilled in reading comprehension, the reading processes involved become more similar to that in L1 reading. Working memory abilities, however described, certainly impact reading development and reading comprehension skills. Morphological awareness has been found to be an important component skill for reading, both for its direct contribution to reading comprehension and indirect contribution supporting other critical component skills.
