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This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K–5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students’ biliterate development, demonstrating the potential of the model in developing students’ biliterate trajectories. In addition, participating students outperformed their peers on the state-mandated assessment. Findings have implications for instruction and support the research that providing students with paired literacy instruction allows students to develop on a biliterate trajectory without hindering their literacy development in either language.