A study investigated how skills involved in phonological processing (phonological awareness, verbal working memory, and lexical access) are related to reading achievement when a child learns to read in a language not spoken at home. Subjects were 151 English-speaking children in a French immersion program, initially in grades 1, 3, and 5 in 1995. Subjects were tested in the winter semester of those grades, and again in the following winter semester (1996). At each testing, measures were taken of phonological awareness and reading achievement in French and English, and of nonverbal reasoning, speed naming, and pseudo-word repetition in English only. Initial testing indicated that phonological awareness in either French or English was equally predictive of reading achievement in French, suggesting a transfer of learning between the home language and formally taught language. Speed naming and verbal working memory did not make a unique contribution to the prediction of reading achievement in French or English beyond the effects of phonological awareness. Further analysis will measure maintenance of this pattern of results over time. (Author/MSE)