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This chapter explores L2 reading in English among Swedish university students in comparison with British matched students. Results show that students of both backgrounds are equally able to learn from textbooks in English in naturalistic learning situations in spite of the fact that L2 readers are slower. When reading time is limited, L2 readers, in fact, span the whole range of reading comprehension bands covered by the L1 readers, but their distribution as a group is different, with the majority of the Swedish readers under a certain score, and the majority of the British students over this score. A proportion of L2 readers match the performances of L1 peers on non-situated but contextualized tests of reading comprehension. However, only a share of those who perform at L1 levels on these tests reach L1 performance levels on tasks such as tests of vocabulary knowledge and (aural or reading) single-word identification reaction times or accuracy rates. L2 readers who achieve levels of comprehension as high as their L1 peers do not seem to read, problem-solve, or process sentences more slowly. By contrast, such L2 readers have consistently smaller vocabularies than their L1 peers.
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