Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading…

In this longitudinal study, we examined the relationship between primary grade (K-2) Spanish and English language- and word-based skills and later English reading comprehension (RC) outcomes (Grades 5 and 8) among children (n = 148) from immigrant, Spanish-speaking, low-income homes in English instructional contexts since kindergarten entry. As…

Home language experiences are important for children's development of language and literacy. However, the home language context is complex, especially for Spanish-speaking children in the United States. A child's use of Spanish or English likely ranges along a continuum, influenced by preferences of particular people involved, such as parents,…

The study focuses on storytelling among Mexican families, documenting the frequency of storytelling in the homes of working- and middle-class Mexican families, the range of topics of the stories, characteristics and genres of stories, and intergenerational continuity of storytelling practices. Also examined are potential associations between…

Research on two-way immersion programs has empirically investigated the success of such programs on children's dual-language development. The present study focuses on the language abilities of Latino children attending a Spanish-English differentiated two-way immersion program in the United States. Family dynamics relating to placement in this…