Relative heritage language and majority language use before school start explains variance in 2^nd grade majority language but not reading skills.

The one interaction approaching significance ( p = 0.063) was a trend toward a positive relationship of more maternal Danish use to 2 nd grade language comprehension in Heritage bilinguals, which was not found in Mixed bilinguals.

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However, given that we examined six interaction terms (three outcomes, both maternal and paternal language use in interaction with bilingual group) in order to answer essentially the same question, Bonferroni corrections are probably appropriate, in which case no interaction approached significance.

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