This exploratory study investigated whether/how kindergartners (ages 5-6) with different linguistic backgrounds in Malta and the U.S. engaged in similar or different reading processes with the same app book "But Not the Hippopotamus" in English. As part of a broader project, we purposefully sampled children who scored top three and bottom three in their retelling of the book from each of the four linguistic groups: (1) Maltese as the dominant home language in Malta; (2) English as the dominant home language in Malta; (3) a third language other than English/Maltese as the dominant home language in Malta; and (4) monolingual English native speakers in the U.S. Our qualitative analysis of videos of the 27 children reading the app book revealed the distinct patterns of high-comprehension readers processes with multimodal digital features across these linguistic groups, and the potential of digital features to support learners with diverse linguistic backgrounds.