Expert readers' responses to texts offer specific, meaningful insights useful in building English language arts models (ELA) for student writers. In the case of academic peer review, previous research has demonstrated that expert reviewers have specific expectations involving readers, texts, and processes. Identifying congruence between research on expert readers and the design of ELA models, however, has proven elusive--and detrimental to the advancement of student learning. One promising integrative direction is the study of two complementary ELA models, one emphasizing the role of meta-reading and the other of cognition. To explore the capability of an ELA model for writing studies informed by expert reader practice, we present a case study that has educative implications for the teaching of writing. Specifically, the study reports the observations of six expert readers reviewing manuscripts for an academic journal in writing studies. Following completion of an online survey of their reading aims as they reviewed manuscripts for publication, colleagues participated in a 30-minute semi-structured recorded interview about their strategies. The interview responses were coded using both meta-reading and cognitive models. Based on analysis of 529 reviewer comments included in the analysis, the findings support conceptualization of integrated, multi-faceted ELA models. While limited, our study has generative research and classroom implications for the development of writing studies pedagogy.