The effects of Spanish heritage language literacy on English reading for Spanish-English bilingual children in the US.

Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N=70) from the U.