An integrative review of United States research on English-as-a-second-language (ESL) learners’ cognitive reading processes suggested that, on the whole, ESL readers recognized cognate vocabulary fairly well, monitored their comprehension and used many metacognitive strategies, used schema and prior knowledge to affect comprehension and recall, and were affected differently by different types of text structures. In the main, where United States ESL readers’ processes appeared to be used differently from those of native English readers, the differences were in speed and depressed activation of selected processes. Significantly, overall, the findings from the studies suggested a relatively good fit to preexisting reading theories and views generally thought to describe native-language readers. However, the quantitative differences between processes of ESL readers and those of native English readers indicated that the preexisting theories and views might need to be revisited and elaborated to address a subset of factors special to ESL learners.
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