Instructionally relevant research questions related to the transfer of skills also remain (August and Hakuta, 1997). First, is investment in first-language literacy training worthwhile for all combinations of first and second languages? For example, is it worthwhile if orthographies differ radically from English (., Chinese) or if the first language is a traditionally non-written one (., Hmong)? Second, how much instruction in the various component skills in the first language should children receive before transitioning into instruction in the second language? For example, at what point is reading ability in Spanish a sufficient base for initiating.
