Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages which these are associated with comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as read. Following each passage, readers answered three questions. Questions either required information found directly text (literal question) or a necessary inference an elaborative inference. Readers reported more inferences referred to background knowledge language than language. Engaging both analysis meaning extraction predicted success languages, differences observed depending on question posed. Results discussed respect how strategy use supports development representations.