Both reading research and practice have undergone numerous changes in the 25 years since TESOL was first established. The last decade, in particular, has been a time of much first and second language research, resulting in many new insights for reading instruction. The purpose of this article is to bring together that research and its implications for the classroom. Current reading research follows from certain assumptions on the nature of the reading process; these assumptions are reviewed and general perspectives on the reading process are presented. Specific attention is then given to initeractive approaches to reading, examining research which argues that reading comprehension is a combination of identification and interpretation skills. Reading research in second language contexts, however, must also take into account the many differences between L1 and L2 reading. From the differences reviewed here, it is evident that much more second language reading research is needed. Five important areas of current research which should remain prominent for this decade are reported: schema theory, language skills and automaticity, vocabulary development, comprehension strategy training, and reading-writing relations. Implications from this research for curriculum development are briefly noted. Research on reading in a second language and efforts to improve second language reading instruction have grown remarkably in the past quarter century, particularly in the last 10 years. It has become difficult to synthesize the array of research and instructional literature in ESL/EFL academic reading, foreign language reading, and second language public school student reading, in addition to the relevant first language reading literature. The efforts to address the needs of many different learner groups has been one cause of this expansion. The recognition that reading is probably the most important skill for second language learners in academic contexts has also been a contributing cause (Carrell, 1989a; Lynch & Hudson,
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