The current movement toward observing both the process of reading in other languages and the areas of language interference is an important element in the education task. In a study which examined and described the observable process of oral reading by six bilingual children whose first and dominant language was Yiddish, the Reading Miscue Inventory (RMI) was used as an instrument for analysis. The children (seven and eight years old) read aloud stories from a group of instructional reading texts in English and from a nonoverlapping set of selected story books in Yiddish. They then retold the stories in their own words. Data were tape recorded and analyzed. The study showed the RMI to be completely useful with a language having a different alphabetical and directional system. Results showed that silent correcting had occurred, that subjects gave significant evidence of processing print but that a gap existed between receptive and productive processing, that subjects were adept at gaining information from alternate sources, and that they felt no great need for their oral reading to sound like natural language. (JM)