Abstract
The present study aimed at identifying and recording the reading strategies employed by immigrant children, who speak Greek as a second language (L2). The sample consisted of 32 Albanian and Romanian speaking children who attend the fifth and sixth primary school grades. Think aloud protocols and retrospective interviews were employed to collect data. The findings revealed that more competent bilingual readers employed a wider range of ‘top-down’ and more complex reading strategies compared to less competent readers, who showed overdependence on bottom-up decoding strategies and limited awareness of the reading process.
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