This quasi-experimental study tested the efficacy of a research based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether the biliterate reading strategy, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted first grade emerging bilingual learners' biliterate reading development. We utilized an Ordinary Least Squares regression model to compare students' biliterate reading outcomes in the treatment group (n = 23) to those of the control group (n = 21). Despite the small sample size, positive and statistically significant effects were found on students' Spanish reading outcomes. While students made growth in their English reading, significant effects were not detected on English reading outcomes. Our findings support the need to provide emerging bilingual learners with explicit and interactive biliterate reading instruction to promote biliterate reading development.