Most simply, Williams regarded reading as “a process whereby one looks at and understands what has been written” (Williams, 1984, p. 2 ). Readers’ understanding is the core. Hence, reading aloud with little understanding, according to Williams, is not reading, but a way to practice pronunciation. On the other hand, readers do not need to understand everything in the text, but just where the language is in their concern. Williams also assigned different roles for the learners and the teacher in a reading class. While the former’s role is to actively work on the text so that they understand it as an effective reader, the latter’s role is to help the former to read further after plainly understanding the text. Additionally, in order build up the helpful strategies to get meanings from a text whether it is clearly written in the text or not, learners need to know about the language, the writing system, and the world. They also need to be fully aware of the reasons for their reading and to have the ability to interpret what is being read.