This study examined bilingual children's performance in reading Persian and English at grades one, three, and six. Indications are that the bilingual children performed not quite as well as their monolingual counterparts in either of the languages despite the high degree of variation among the subjects. (Author/POP)

Examined two hypotheses regarding reading skill development--the script-dependent hypothesis and the central processing hypothesis--by studying the linguistic, cognitive, and basic reading skills of 70 children in grades 1 through 5 learning to read in English (first language) and Persian (second language) concurrently. Findings supported both…