ABSTRACT
When teaching reading to bilingual learners there a number of considerations to keep in mind. Reading is not only a cognitive and psycholinguistic process but also a sociocultural endeavor. Readers must process the language from print to the reader’s conceptual bank going through phonological, syntactic, and semantic processes.1 During processing bilinguals have access to their two or more languages and may use aspects of one while reading in the other. Acquisition of reading is also influenced by community uses of reading and the cultural beliefs, attitudes, and uses of reading in families and communities.2
