Sun XZhang KMarks R.ANickerson NEggleston R.LYu C.-LChou T.-LTardif TTAI-LI CHOU2022-04-252022-04-25202200093920https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115722397&doi=10.1111%2fcdev.13666&partnerID=40&md5=2a79cfdfa4e0ca45ae9004fd1b6ab6a7https://scholars.lib.ntu.edu.tw/handle/123456789/606276This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N?=?283, 5–10?years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish–English bilinguals relied more on phonological awareness in word reading, whereas Chinese–English bilinguals relied more on lexical knowledge. Research question 2 examines relations between bilinguals’ heritage language proficiency and English literacy. Results revealed direct and indirect effects of heritage language meta-linguistic skills on English word reading. The study yields implications for reading theories and instructional practices in optimizing literacy in linguistically diverse children. ? 2021 The Authors. Child Development ? 2021 Society for Research in Child Development.childChinahumanlanguagelinguisticsmultilingualismreadingChildHumansLanguageLinguisticsMultilingualismReading[SDGs]SDG4journal article10.1111/cdev.13666345703662-s2.0-85115722397