Abstract
The effects of Spanish language interference with auditory conceptualization and reading were studied in second graders. It was predicted that (a) Mexican-American Ss receive lower auditory conceptualization scores on a Spanish interference test than on a noninterference test, (b) degree of interference is positively related to reading ability among Mexican-American Ss, and (c) auditory conceptualization is positively related to reading level, regardless of ethnic group. The findings supported predictions (a) and (c), but not (b). It was concluded that though auditory conceptualization is strongly related to reading, Spanish language interference with auditory conceptualization does not extend to reading skill. In addition, caution concerning interpretation of auditory conceptualization scores was urged in the light of their strong relationship with SES.