Abstract
This study examined bilingual children's performance in reading Persian and English at grades one, three and six. Two types of programs, one an immersion curriculum, and the other a split curriculum, where half the daily instruction was in one language and the remaining half was in the other, were compared with monolingual control schools. The results showed the bilingual children performing not quite as well as either of their monolingual peer groups, although the difference was more striking for Persian than English. A parallel processing theory of reading for bilinguals is proposed to account for the overall trend.
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