This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

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…

Drawing on data from 14 communities in California and Texas, this paper examines the variability in language and literacy resources across communities with large numbers of Latino families. Spanish-speaking children live in communities that vary considerably with respect to language use, ethnic composition and education levels. Children's…

Studied factors contributing to early Spanish literacy and later English reading for students from kindergarten through grade 7 (complete data for 91 students). Results suggest that early literacy experiences support subsequent literacy development regardless of language and that time spent on the native language is not time lost with respect to…

Using data from a random sample of Latino students in California, tracked throughout their elementary and middle school years, this paper examines ways in which outcomes vary for students of similar language and socioeconomic background who are initially instructed in their native language in transitional bilingual programs. As the students made…