In the second stage, we looked at cross-language correlations, first over a 1-year time period and then over a 2-year time period. Over a 1-year time period, Spanish performance at the end of second grade had a modest relationship to English performance at the end of third grade on the phonemic segmentation, word, and pseudoword tasks. Performance on the Spanish letter identification task at the end of second grade was positively related to English performance on the same task at the end of third grade, but only for the group of children instructed in Spanish only. Over.
