Explores the interconnections among the acquisition of first (and second) language and the development of print and media literacy from birth through adolescence. Emphases are placed on the interactions of reading and writing with a focus on those children who make transitions and acquire the appropriate skills easily, as well as those who find it more difficult, particularly in middle childhood and adolescence. The implications for literacy education for students speaking a second language or a variety of English are also explored in the context of urban education.