摘要：AbstractIn response to cultural and linguistic diversity, this research aims to analyze the differences in reading comprehension among immigrant students and other disadvantaged students for ideological, economical or social reasons, compared to their peers. We hypothesize that communication skills, as well as language and culture mediators of a country impose disadvantages for students from different cultural backgrounds. An ad hoc reading comprehension measure was utilized for the assessment. The results showed that there were significant differences in reading comprehension based on the cultural background of students.
