Reading is an important skill for language learners as successful mastery of the skill will help learners read to learn and acquire other knowledge. While learning to read in the first language is mainly meaning-focused, learning to read in another language is more complicated and depends on factors such as first language (L1) reading proficiency, second language (L2) proficiency and motivation for reading. L2 teachers need to be fully aware of the interference and facilitation effects between the two languages. Drawing upon insights from class observations and interviews with teachers from four typical Chinese-medium secondary schools in Macao, this chapter examines a number of common phenomena in L2 reading instruction in the secondary English classroom and discusses the factors that may hinder the development of reading proficiency and fluency. The chapter specifically draws teachers’ attention to the necessity of going beyond the level of merely helping learners get a broad understanding of the text. Rather, teachers need to help learners master higher order reading skills including competences in integrating, interpreting, reflecting on and evaluating texts; these are essential skills that advanced, independent readers possess. Lastly, the chapter highlights some principles for teaching intensive reading and setting up extensive reading programmes.