This volume contains in-depth discussions of the impact that cognitive style, general vs. culture-specific knowledge, and nonnativeness have on reading strategies, acquisition of another language, and mathematical concepts. Throughout, emphasis is on data-based research collected and analyzed from diverse perspectives and through different methods, from recall protocols to interview and proposition judgments. Both qualitative and statistical analyses are used and the chapters features diverse perspectives and varied research methods. Each chapter significantly contributes to the study of some well-established areas in L2 research-L2 reading and text comprehension, as well as to others that are newer-for example, native learners learning subject matter from non-native instructors, and a discussion of new text reconstruction models. Additional topics include multitonic processes, second language acquisition of knowledge, and analyses of recall and interview protocol, judgment tasks, group and one-on-one activity. Studies were conducted in three different continents to bring a broad spectrum of backgrounds to the findings.