Becoming a proficient reader in a new or second language (L2) is a complex process because it requires combining reading resources of both L1 and L2 into a dual-language processing system. Thus, L2 learners need support to overcome linguistic and processing practice limitations to read in a language in which they have yet to become proficient. As new technologies flourish, tools for learners and educators also increase. This chapter describes the background and historical perspectives of applying computer technologies to teaching and learning reading in L2. It then presents a survey of major CALL journals for current research and practices using technologies for L2 reading. Based on the survey findings, the chapter provides suggestions for effective integration of technologies into L2 reading teaching and learning vocabulary and reading comprehension, strategic reading, reading fluency and extensive reading, and motivation. Finally, future directions for applying technologies to teaching and learning L2 reading are discussed.

Chapter 13: Becoming a Strategic Reader. This chapter focuses on the development of the strategic reader, rather than strategies themselves. Strategic readers automatically and routinely apply combinations of effective and appropriate strategies, depending on reader goals, reading tasks, texts being read, and strategic processing abilities. Strategic readers are also aware of their comprehension success in relation to reading goals and apply sets of strategies appropriately to enhance comprehension with difficult texts. Becoming a strategic reader is challenging and requires considerable instruction and support. The chapter reviews research involving several instructional approaches to develop strategic processing, including Collaborative Strategic Reading (CSR), Questioning the Author, Transactional Strategies Instruction (TSI), Promoting Adolescent Comprehension of Text (PACT), and Concept-Oriented Reading Instruction (CORI). The chapter then links strategic reading to the challenges of advanced “reading to learn” goals, and concludes with implications for instruction.