Reading comprehension means extracting the required information from a written text as efficiently as possible. This paper describes how English as a Second Language (ESL) students can become efficient readers of English, focusing on language proficiency, ESL instructions in a foreign language, and the cognitive academic language learning approach (CALLA). First, the paper considers reading as a skill, like dancing or driving, citing three developmental stages in the acquisition of language reading skills, and states that improved reading in a foreign language cannot be taught simply because proficiency in reading only increases through more reading (Xianlong, 1991). Reading instructions need to relate to the ESL students' background knowledge and culturally defined literacy practices determining factors in the ESL reading performance. The CALLA approach, which combines English comprehension development, content-based ESL, and learning strategies to assist ESL students into mainstream instruction is beneficial for ESL students (with the addition of English literature) in preparing for the Graduate Record Examinations (GRE). The paper notes that the number of ESL students attending colleges and universities in English-speaking countries is increasing and recommends encouraging ESL students to read for pleasure since most school libraries have plentiful supplies of interesting books. The paper also includes sections which touch upon learning English in Japan and the English Language Institute at the University of Guam. Contains 22 references. Tips for teaching reading to ESL students and the CALLA model are appended. (NKA)