Pixel International Conferences

Weak readers struggle in making inferences in reading comprehension tests (Cain &Oakhill 1999). Both Second Language (L2) and Learning Disabled (LD) students demonstrate reading comprehension problems. In the Quebec context, L2 and LD students are found together in the same classrooms. To make better informed decisions regarding classroom remedial measures in reading, it is important to determine if the reading problems of these two populations share a common ground or existing independently of each other.

Do L2 and LD students have trouble with inferences? If so, are difficulties caused by the same sources for L2 and LD students?

In a reading task, we tested 281 participants from grade 3 to grade 6 on inferences. We found differences between these students. First language speaker students were better than L2 students who were better than LD students. LD students are weaker because their lack of reading stratégies, and L2 students, have a lack of vocabulary.  Boys were weaker for both groups. We propose different classroom remedial measures in reading for each of them.