ABSTRACT
With rapidly growing numbers of language minority students in schools in the U.S. and other countries around the world, there is a critical need for ensuring that these students achieve high levels of literacy in their second languages. If, through research, we can clarify how second-language reading skills develop, then there can be significant steps towards more effective models of instruction and assessment. With this goal in mind, this volume has provided theoretical perspectives for conceptualizing and examining the impacts of prior literacy experience on second-language reading development.
