This report, sponsored by the Office of English Language Acquisition (OELA), is a summary of evidence-based research on teaching reading to Chinese, Korean, Navajo, and Russian children. It complements a recent summary of the literature on teaching reading to Spanish speaking students. There is a significant need for evidence-based research on children who learn to read in languages other than English. The research reviewed in this report represents the linguistic background of several of the largest subgroups found in the K-12 limited English proficient (LEP; sometimes also referred to as English language learners or ELLs) student population nationwide. From this research, teachers and policymakers can gain a better understanding of the variations in definitions of literacy across cultures and how the language of a country or people affects the ways in which reading is taught. This understanding can be applied to decisions about the teaching of reading in English to second language learners. Appended are search terms, Websites searched, journals searched, information requests, methods, annotations, and literature summaries.