ABSTRACT
Part II focuses on research that addresses relationships across languages in the development of literacy skills in children and adolescents who are learning to read and write English as a second language. Three general questions guided our review of these studies:
1. What is the relationship between language-minority children's first-and second-language oral development in domains related to literacy? (chap. 7)
2. What is the relationship between oral development in the first language and literacy development in the second language? (chap. 8)
3. What is the relationship between literacy skills acquired in the first language and literacy skills acquired in the second language? (chap. 9)
The scope of these questions is broadened in chapter 8 to include the acquisition of English as a foreign language and in chapter 9 to include not only English as a foreign language, but societal languages that are not English. The studies in chapters 7 and 9 focus on the effects within one modality-oral language in chapter 7 and literacy in chapter 9-whereas the studies reviewed in chapter 8 examine cross-modal effects (i.e., the influence of first-language oral language skills on the acquisition of reading and writing in English as a second language).
