Purpose: This study investigated the longitudinal, cross-linguistic developmental relationships of phonological awareness (PA), letter identification (letter ID), and morphological awareness (MA) in 71 heritage Spanish-English dual language learners (DLLs) in kindergarten and second grade. Method: Multiple linear regression was used to test if…

Purpose: The purpose of the current study was to examine the role that the first language (L1), Spanish, at Pre-Kindergarten plays in predicting second language (L2), English, word reading in first grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of…

This article reports the outcomes of a multiyear study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned, beginning in kindergarten, to transitional bilingual education (TBE) or structured English immersion (SEI) for periods of up to 5 years. On the Peabody Picture Vocabulary Test and…

In recent years, many children from Eastern European orphanages have been adopted by families in the United States. When children begin life with their new families, they experience an abrupt language shift in which the learning of their native language halts as the learning of the new language commences. Without the support of their native…

This paper reports the fifth-year results of a study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned beginning in kindergarten to Transitional Bilingual Education (TBE) or Structured English Immersion (SEI). This is the first randomized study to compare TBE and SEI reading…