“Language and literacy development are fascinating and complex areas of study in single-language learners; they are equally fascinating, and far more complex, in children learning two languages. Multiple social, psychological, cognitive, and linguistic factors interact to affect the learning outcomes of these children. This volume presents an impressive cross-section of current research and thinking that will be greatly appreciated by graduate students and researchers in a wide range of disciplines, including curriculum and instruction, bilingual education, psycholinguistics, and applied linguistics.”

—Kathryn Kohnert, PhD, Department of Speech-Language-Hearing Sciences, University of Minnesota


“A large and growing number of children enter school having learned a language other than English at home. This timely book provides a superb survey of what we know and what we need to know about the development of language and literacy in these children. Everyone who studies, teaches, assesses, or designs policies for dual-language learners needs the information in this book. It could serve as the centerpiece of a graduate seminar in psychology, education, communication sciences, or linguistics.”

—Erika Hoff, PhD, Department of Psychology, Florida Atlantic University


“This book provides a significant sampling of the research evidence presently available on the literacy skills of bilingual children. The book elevates our ongoing discussion of the development and assessment of the literacy skills of dual-language learners and addresses important, thought-provoking issues.”

—Aquiles Iglesias, PhD, Department of Communication Sciences and Disorders, Temple University