A study investigated whether: (1) deletion of relationals, which are function words in Japanese, from Japanese text affects the text processing strategies of native and nonnative readers, as measured by indices of reading time and comprehension; (2) nonnative readers' proficiency levels affect reading strategies when processing Japanese texts with relationals removed; (3) native readers or nonnative intermediate or advanced readers are aware of the missing relationals when exposed to such text; and (4) advanced and beginning nonnative readers can make appropriate corrections to relationals-deficient Japanese text. Subjects were 22 native readers, 36 advanced level nonnatives enrolled in Advanced Japanese courses; and 41 intermediate level nonnatives in the second semester of second year Japanese. Subjects were asked to read manipulated (relational-deleted) texts and explain them in written language, make corrections, and submit to an interview based on the corrections the subjects made in their writing. It was found that the removal of relationals did not have a significant effect on reading comprehension. Reading time was dependent on proficiency and text type. Only natives and advanced nonnatives were aware of relational removal. Results suggest that relationals should be taught in the context of discourse. The role of relationals in reading comprehension is seen as unclear. A 20-item bibliography is included. (MSE)