Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Achievement Gap | 1 |
| Children | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| English (Second Language) | 1 |
| Gender Differences | 1 |
| Grade 1 | 1 |
| Grade 8 | 1 |
| Language Minorities | 1 |
| Language Proficiency | 1 |
| Longitudinal Studies | 1 |
| More ▼ | |
Source
| Reading Psychology | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 8 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Early Childhood Longitudinal… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkRelyea, Jackie Eunjung; Fitzgerald, Jill – Reading Psychology, 2018
The present study used data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to examine whether the relationship between first-grade word-reading and reading-comprehension growth through eighth grade was different for language-minority learners (LMs) versus native English-speaking students (NEs). Among high word…
Descriptors: English (Second Language), Second Language Learning, Native Speakers, Reading Comprehension
