A study of patterns of cue selection strategies in relation to field dependence and independence in the reading of Greek-English bilingual children is reported. The study investigated (1) possible differences in the oral reading strategies used while reading English as compared to Greek, and (2) possible differences in those strategies for field-dependent and field-independent children reading both English and Greek. The subjects were 12 second-grade students in a transitional Greek bilingual program. They read aloud unfamiliar stories from their English and Greek basal readers, each of sufficient length and difficulty to generate at least 25 miscues. The readers then retold as much as they could remember and responded to probe questions. The miscues, coded and analyzed, provided oral reading strategy profiles for Greek and English in each subject. The results show consistent distinctions between the field-dependent and field-independent subjects across languages and in eight of the ten miscue categories. Two categories, grammatical acceptability and semantic acceptability, did not reflect the same parallelism. All made more miscues and tended to depend more on graphophonic and grammatical cues while reading in Greek, tending to be more aware of semantic cues while reading in English. Implications for instruction are discussed. (MSE)