A lack of proficiency in English can put a child at risk for reading difficulties (Paez & Rinaldi, 2006). Children who are exposed to a second language tend to be less successful with literacy compared to their monolingual peers (Paez, Tabors, & Lopez, 2007; Farver, Lonigan, & Eppe, 2009). Farver et al. (2009) suggested that literacy development can be improved by strengthening phonological awareness skills. Fabiano-Smith and Goldstein (2010) argued that there is a separation of these skills between English and Spanish. During this session, the investigators will describe the results obtained following administration of a test of phonological awareness skills in English and in Spanish to a group of first grade children who are native Spanish speakers with English as their second language.