Nineteenth- and twentieth-century models of first and second language reading are examined and compared. Figures are provided of six models that propose relationships among visual input and processes, auditory input, phonological processes, and comprehension. These models illustrate the processes that may be operating in persons who achieve their initial literacy in a second language and in those who learn to read in a second language after becoming literate in their native language. There is controversy regarding whether comprehension is dependent on phonological processes or can occur directly from visual input in fluent readers. Six possible single routes and numerous multiple routes for comprehension of second language texts are identified. The nineteenth-century models are equally complex, providing for recoding of auditory input into visual form as well as for reading aloud without comprehension. In conclusion, there is a need for models that summarize existing data, and for more complex models that generate hypotheses. (RW)