The purpose of this paper was to investigate how young (second grade) L2 readers constructed intertextual meaning and how to relate their conceptions or beliefs about reading to their intertextuality. L2 readers who moved to America might be influenced by their cultural background which might further affect their reading processes. Though current literature has shown great interest in good readers' intertextual process during reading (Hartman, 1990), little interest was given to poor readers or minority groups' intertextual reading processes. This paper was designed to fill such gap in the reading research literature. The researcher first diagnosed three L2 readers' reading conceptions and self-concept as a reader in both L1 and L2, followed by retrospective miscue analyses to investigate their reading processes. Finally, their criteria about readability and intertextual connections among three Cinderella stories was examined by conducting think-aloud methods. The results show that their reading conceptions of L1 and L2 were influenced by language proficiency, peer group, home literacy environment, and school instruction. Young second readers had their own criteria about readability: vocabulary, picture, story schema or structure, and prior knowledge (schemata). The second young readers' conceptions of reading in both L1 and L2 and their criteria about readability were strongly connected with their intertextuality. (Contains 7 references and a table of data; appendixes contain the complete interview protocols and story retellings.) (RS)