Learning to read in English is difficult for adult English language learners. Teachers know that their learners come from diverse backgrounds, have different experiences with literacy in their first languages, and have various reasons for learning English. They also know that there is no simple recipe to help their students become proficient readers. What does the research say? How does it inform instructional practice? This paper summarizes the research on adult English language learners reading English, offers ESL teachers and administrators suggestions for instruction, and points to areas where further research is needed. Four sections comprise this paper. The first part of this paper describes factors that need to be taken into account in literacy instruction for adults learning English--learners' levels of literacy in the first language, levels of oral proficiency in English, educational backgrounds, and goals for learning English. Subsequent sections give an overview of the reading process for second language learners; discuss the benefits of reading for promoting second language development; and summarize research findings, their implications for practice, and major areas in which research is needed. (Contains 10 figures and a bibliography.)