ABSTRACT

Reading is a complex construct, involving multiple operations and a unique set of skills each of those operations entail. When learning to read occurs in a second language (L2), the complexity increases exponentially because each operation involves two languages (Koda, 2005). The primary objective of this chapter is to explore how the involvement of two languages affects L2 reading development. In probing highly complex issues, entailing multiple skills in multiple languages, it is important to clarify the basic assumptions underlying the conceptual explorations.