Abstract We investigated the development of word decoding (Grades 4–6; 165 children) in Papiamento (L1) and Dutch (L2) in the postcolonial context of the Dutch Caribbean islands of Aruba, Bonaire, and Curaçao. The results show a steady development over the upper Grades for both L1 Papiamento and L2 Dutch word decoding in that children became more efficient in word decoding over the years. However, the children were generally better decoders in L2 Dutch than in L1 Papiamento. Moreover, the initial language of decoding instruction did not matter for the development of word decoding. The groups were equally efficient in L1 and L2 word decoding in Grades 4–6. Furthermore, rapid naming and phonological awareness predicted L1 word decoding development, whereas rapid naming, phonological awareness, and working memory predicted L2 word decoding development. Finally, evidence was found for linguistic interdependencies for word decoding development from L1 to L2 and vice versa.