During the past decades, the way that researchers and educators understand and describe the process of reading has been revolutionised. The present article examines the current developments in reading abilities among second language readers. The developments are further discussed in terms of a theory of general second language proficiency encompassing both oral and written language. Implications on the nature of second language reading, the database in second language reading, text-and knowledge-driven operations in second language reading, and second language reading classroom factors have been provided. Assessment of comprehension is briefly reviewed, and recommendations are provided for theoretical, cultural, and educational implications. An overview of an experimental fluency programme that attempts to address multiple components in the development of reading abilities has also been discussed.