In the first stage of the analysis, we examined either relationships for one language over time or for the two languages (English and Spanish) at the same time. Thus, we first looked at relationships between English performance at the end of second grade and English performance at the end of third grade and end of fourth grade. As expected, we found moderate to strong positive relationships for each of the reading tasks. We also evaluated the relationship between English performance at the end of second grade and Spanish performance at the same time. We found moderate.
