Study Set 1: Longitudinal Studies of Phonological Awareness and Spelling in

Subproject 2 consisted of three sets of studies that focused on the transfer of language skills in Spanish-speaking English language learners (ELLs). The first two sets of studies followed students across multiple years, examining the cross-linguistic, intra-linguistic and developmental factors that influence second language literacy development. The third set of studies was an intervention designed to determine whether “teaching for transfer ” could be shown to facilitate the acquisition of English reading skills