It is argued that limited-English-proficient (LEP) readers, like all readers, process print with the intent to comprehend it, and all readers bring different background knowledge that influences how they derive meaning from text. Cultural influences are extremely significant in determining background knowledge, both cognitive and social. The majority culture may bias print towards the minority language culture, and if the LEP reader lacks the same cultural perceptions as those intended in the majority-language text, his interpretations of meaning may be considered misinterpretations. As a consequence, many LEP students are labeled as underachievers when their achievements are simply colored by their minority language culture. The educational community must make a greater effort to understand that LEP readers often bring their own culturally-influenced meaning to the interpretation of English-language text. (MSE)