This research study investigated the theoretical reading orientation (sound-centered, word-centered, or meaning-centered) and reading performance of 20 students of various language backgrounds and proficiency levels in an adult English-as-a-second-language program. The research attempted to test the hypothesis that these readers would be able to verbalize their orientations towards reading and that the orientations would affect reading performance. Data were gathered from an oral reading interview, an oral reading sample, and a retelling of the oral reading. Analysis indicated that almost all students were able to articulate their theoretical orientations unambiguously enough to allow classification in one of the reading process models. In addition, a relationship was found between the internalized reading process model and the reader's success in comprehending the text material. Second language reading teachers should be aware that students bring to the reading task a set of assumptions and operating principles concerning what is important in reading, and should attempt to identify the students' individual models and adapt instructional materials and activities to those processes. (MSE)