Abstract
The experimental research on reading a second language concerns three questions: 1) Should initial reading be taught in the child's first language or in the second language when the second is the language of instruction? 2) What, other than “inadequate grasp of the language,” accounts for slower reading speed and lowered comprehension when reading a second language? 3) What are the most effective methods for teaching reading in a second language? The literature contrasting the reading behavior of native and non-native speakers of English in each of these areas is reported and discussed.
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