This study used the think-aloud methodology on six Canadian fourth graders to promote the use of reading strategies in their first and second languages as part of a bilingual process-based remedial reading program. Students' English and French reading levels were established at baseline and reexamined at the end of the intervention. Pre- and post-intervention interviews determined students' reading strategies, and parents also identified students' reading strategies. A list of comprehension and repair reading strategies was developed for second language reading development. Students read and responded through thinking aloud to 10 texts. Data were collected in three parts to coincide with the three initial phases of each treatment: reading miscue analysis of the initial reading of each text, retrospective commentary on the reading process, and coding of the online introspective responses to the miscues and retracing how students developed and sustained their ideas about the topic. The intervention increased children's reading accuracy in the target language. Accuracy scores fluctuated depending upon students' prior knowledge about the topic of the texts in both languages. Students related to their background knowledge, created more images, and retraced the text development more frequently when reading in their first language. (Contains 48 references.) (SM)