Abstract
Random parallel reading comprehension tests in Japanese and English were administered to a sample of native Japanese students enrolled in intensive English instruction at three different levels of English language proficiency as assessed by an independent measure. Evidence for a threshold competence ceiling at which first language reading abilities transferred to second language reading abilities was found. At the highest proficiency level, those readers who scored high on the first language reading test also systematically scored high on the second language reading test. Pedagogical implications of the study are discussed.
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