Twenty-three German-English bilingual boys and girls, ranging from grades three to six in Saskatchewan's schools, were used in this study which sought to investigate their reading behavior when reading English passages. The Individual Reading Inventory, administered in both languages, indicated that comprehension after oral and silent reading in English lagged significantly behind the comprehension shown in German. Tasks calling for word recognition indicated that subjects could recognize and pronounce the words in the English reading passages. Subjects mastered English-to-German-to-English translations with concrete samples, but were dissatisfied when they applied the same procedure to sentences with abstract connotations. When further abstract sentences were examined, students resorted to manipulating words in order to attain meaning. Pedagogical changes suggested by the study include preparation (exposing the bilingual student to main ideas of the new reading-learning experience), direction (directing the bilingual student to silent reading), discussion (challenging the bilingual student to use the weaker language in a discussion of the silently read passage), and application (letting the bilingual students expand and refine their own language facilities). (HOD)