An adaptation of a miscue taxonomy developed by G. A. Cziko was used to compare the reading performance of (1) monolingual English and bilingual third grade students reading in English, (2) monolingual Spanish and bilingual third grade students reading in Spanish, and (3) bilingual third grade students reading in both English and Spanish. Eight English monolingual, seven Spanish monlingual, and eight bilingual students participated in the study. While being videotaped, each read a story, first from his or her current reading book and then from reading materials especially prepared according to the language group the student was in. The sessions were then coded using a miscue analysis system that was adapted by adding or deleting categories. The results revealed that the students relied more on graphic information than on contextual information while reading. A trend toward increasing the use of contextual constraints of the text was found that seemed to be consistent with an interactive view of reading. In general, it was found that monolingual English readers used more contextual information than either the monolingual Spanish readers or the bilingual readers. (FL)