We then conducted more detailed analyses, using a series of regression models that allowed us to study the relationship between initial Spanish literacy and third- and fourth-grade English literacy, controlling for factors that might influence the relationship other than transfer of skills from the first to the second language. This process allowed us to test whether the relationship between Spanish performance at the end of second grade and English performance on the same task at the end of third or fourth grade would persist when other factors, including oral English-language skills, initial performance on the English reading.
