This authoritative collection presents up-to-date theory, research, and classroom applications in second language reading from an interactive perspective. The book supports the view that reading in a second language involves more than decoding; instead, reading is seen as an interactive process whereby the learner's own background and knowledge contribute to understanding reading material. These articles are written by experts in the reading field, who present process models and discuss classroom applications. The book examines traditional approaches that focus on text and decoding skills as well as more contemporary theories that consider the reader's base knowledge.