The three chapters in this concluding section of the book identify for the classroom second language reading teacher a number of pedagogical implications and applications of the interactive approaches to second language reading. From the foregoing chapters that have presented and discussed interactive models of reading, from the chapters that have applied these models specifically to theoretical models of second language reading, and from the chapters that have reported empirical investigations of interactive second language reading, these three chapters identify the most salient and significant teaching implications and applications for the classroom reading teacher and teachers in training.

While discussing the general implications of interactive approaches to second language reading classrooms, both the Eskey and Grabe chapter and the Carrell chapter also identify specific classroom applications and make specific suggestions of what can and should go on in the classroom to try to bring about truly interactive second language reading. Both these chapters discuss these specific suggestions from the perspectives of making second language readers effective top-down processors as well as effective bottom-up processors of text.

The concluding chapter by Devine resumes the theme of the relationship between language proficiency and reading proficiency in the second language and discusses specific pedagogical implications and applications of this notion.