Abstract: Conflicting evidence on the development of biliteracy and its effect on the academic achievement of bilinguals demand that the component skills of reading such as phonology, orthography and comprehension must be carefully assessed in both first and second languages in order to trace the development of these abilities in relation to the other. Thus, this study investigated the effect of bilingual reading on the comprehension skill of Yoruba-English bilinguals. The main effect due to bilingual reading was significant in favour of experimental group. However no significant difference was observed in the reading comprehension scores of male and female pupils who were exposed to bilingual reading. The implications for bilingual Education in developing African countries are discussed.