Abstract. The experimental research on reading a second language concerns three
questions: 1) Should initial reading he 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.
Research on reading a second language has been directed by three very
practical questions: 1) Should initial reading be taught in the child's first language
or in the second language (if that is the language of instruction)? 2) What, other
than some such general shortcoming as "inadequate grasp of the language,"
accounts for slower reading speed and lowered comprehension when reading a
second language? 3) If causes can be identified, can the information be translated
into classroom activities that will improve the student's reading speed and
comprehension? If not, what procedures make sense in teaching reading in the
second language?