49 Unless otherwise noted, the publisher, which is the American Speech-Language- Hearing Association (ASHA), holds the copyright on all materials published in Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, both as a compilation and as individual articles. Please see Rights and Permissions for terms and conditions of use of Perspectives content: http://journals.asha.org/perspectives/terms.dtl Reading Acquisition Program for Spanish-Speakers Brenda K. Gorman Marquette University Milwaukee, WI Disclosure: Brenda K. Gorman has no financial or nonfinancial relationships related to the content of this article. Alejandro E. Brice University of South Florida St. Petersburg St. Petersburg, FL Disclosure: Alejandro E. Brice has no financial or nonfinancial relationships related to the content of this article. Sue Berman Marquette University Milwaukee, WI Disclosure: Sue Berman has no financial or nonfinancial relationships related to the content of this article. The goals of this study were to evaluate the impact of a supplemental preschool intervention on Spanish-speaking English language learners’ (ELLs) phonological awareness (PA) and vocabulary skills and to examine the associations between these skills in both languages. Participants included 30 Head Start preschoolers. Of these, 18 were randomly assigned to receive the intervention in Spanish or English, and 12 served as controls. Based on our hypotheses, we computed one- and two-tailed t-tests to analyze and compare gains from fall to spring. Associations between children’s PA skills and between their vocabulary skills in Spanish and English were analyzed using correlation analyses. Results indicated that children in the intervention group achieved greater gains in PA and vocabulary than did the controls. Children who received Spanish intervention displayed equivalent or greater gains on all measures than children who received English intervention. Results also revealed significant relationships between PA skills in Spanish and English and moderate to strong relationships between receptive vocabulary in Spanish and English. Results support the positive role that speech-language pathologists can play in preschoolers’ language and early literacy development and the importance of considering the interrelationships between both languages when planning intervention for ELLs. Introduction There is a persistent gap in reading achievement between Latino students and their White and Asian peers (National Center for Education Statistics [NCES], 2011) resulting from myriad factors. One critical factor relates to socioeconomic status. Approximately 58% of Latino