A study of the use of audiotape support for enhancing reading comprehension in nine Spanish-English bilingual fifth through seventh grade public school students used two treatments for each subject: reading silently and reading silently with the support of an audiotape version of the story. A comprehension test followed each story, with each student being asked four literal and four interpretive questions. The results indicate a significant difference between the treatments, suggesting that for bilingual students, auditorily supported reading is a more effective means of enhancing comprehension than silent reading alone. The greatest effect was on literal comprehension, although both aspects of comprehension were improved. One secondary result was students' more positive attitude toward participating in supplementary reading activities and their expressed desire for more cassette tapes wih books. Further research on the effect of tapes on vocabulary development and on the effect of repeated readings on bilingual children's fluency is suggested. (MSE)