Abstract
This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish–English bilinguals. English spelling, reading, and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from second grade to fourth grade. Data analysis consisted of t-tests and multiple regression. The incidence of cross-linguistic spelling errors was found to be low at all grade levels and to virtually disappear by fourth grade, indicating that this is a developmental issue that is common among bilingual students and that typically resolves itself without remediation.
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