Reading acquisition is one of the most complex and demanding learning processes faced by children in their first years of schooling. If reading acquisition is challenging in one language, how is it when reading is acquired simultaneously in two languages? What is the impact of bilingualism on the development of literacy? We review behavioral and neuroimaging evidence from alphabetic writing systems suggesting that early bilingualism modulates reading development. Particularly, we show that cross-linguistic variations and cross-linguistic transfer affect bilingual reading strategies as well as their cognitive underpinnings. We stress the fact that the impact of bilingualism on literacy acquisition depends on the specific combination of languages learned and does not manifest itself similarly across bilingual populations. We argue that these differences can be explained by variations due to orthographic depth in the grain sizes used to perform reading and reading-related tasks. Overall, we propose novel hypotheses to shed light on the behavioral and neural variability observed in reading skills among bilinguals.Keywords Bilingualism . Reading development . Orthographic depth . Grain size Reading acquisition involves the recruitment and coordination of multiple cognitive and neural resources to build up fluent letter-to-sound mappings. However, the development of these complex mechanisms is not equal across languages. In alphabetic orthographies, the degree of difficulty affecting reading acquisition is modulated by factors linked to the complexity of letter-sound associations and to the size of the grain used in reading and reading related tasks. Although research has endeavored to improve our knowledge of reading acquisition across languages in monolingual settings, the number of behavioral (and neuroimaging) studies that look at reading development in bilinguals is rather scarce, making this population a clear outlier in this field of research. However, the rapid increase in the number of children acquiring reading in two languages simultaneously begs for more research on this question. The main goal of this article is to complement classic monolingual-centered research and take a step forward in proposing a novel framework on reading acquisition in bilinguals that will help to address unresolved questions on this topic: Namely, does bilingualism affect reading acquisition? And, if so, how does this influence manifest itself?In that aim, first, we present work that highlights the cognitive and neural bases of reading skills and reading subskills (auditory phonology and visual attention) in the context of monolingual and bilingual reading acquisition in alphabetic orthographies. Second, we review behavioral and neuroimaging evidence in monolinguals and bilinguals showing how orthographic-specific modulations shape the use of reading strategies and the size of the grain used in reading and reading-related tasks. Third, we propose the grain size accommodation hypothesis, which should contribute to predicti...