Despite the increasing numbers of children in the United States who speak a language other than or in addition to English, there has been little empirical research available to guide pre-reading and reading education of Spanish-speaking English Language Learning (ELL) children. This clinical forum was designed to showcase pre-reading and reading development research conducted with this population. These articles are only part of the knowledge needed in order to provide the best practices for educating language minority children, but they are a contribution that should help us move toward the goal of literacy for all children.

Learning Outcomes
You will be able to:

• discuss the relationships between parent beliefs and literacy practices
• describe the relationship between oral vocabulary and narrative skills
• describe the influence of language proficiency in L1 and L2 and its influence on reading development using growth curve statistics
• assess the effect of language of instruction and the relationship between L1 and L2 languages
• describe the effects of language of instruction on L1 and L2 pre-reading and reading abilities while using a tiered intervention

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