Abstract Our research examined whether phonological awareness skills develop in a specific pattern, and once developed, whether they transfer to another language. Experiment 1 attempted to replicate previous findings that rhyme (rime) detection is easier than initial and final phoneme detection and to determine whether the order of tasks would affect performance. English-speaking and Spanish-speaking first grade students were given the three tasks in both English and Spanish. Performance was best on rhymes and task order was not a factor. Experiment 2 evaluated a developmental progression hypothesis that rime awareness is a building block for other forms of awareness. English-speaking and Spanish-speaking first grade students were given English and Spanish tasks from Experiment 1 on two occasions. English- and Spanish-speaking kindergarten students were given tasks only in their native language. Accuracy and response time were recorded. The pattern of results provided support for a developmental progression in the acquisition of phonogical awareness. Results also indicated that cross-language transfer can be detected in skills that are still developing. A theoretical explanation for the developmental pattern of phonological awareness and educational implications are provided.