Abstract

This paper focuses on typical and atypical development of reading of children schooled in a second language. This is done by taking into consideration the international literature and especially some of the most important Canadian and U.S. studies that constitute a reference point in this specific area of research. Similarities and differences between the development of reading in L2 learners and in monolinguals are discussed. We then addressed the issue of the difficulties of learning to read in L2 and their identification by presenting the approach of Response to Intervention model. Finally, we provide some thoughts on research issues and some practical guidelines for the assessment.