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Relationship between Early Word-Reading and Long-Term Reading-Comprehension Growth for Language-Minority Learners Compared to Native-English-Speaking Students
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Relyea, 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
English Language Learners' Access to and Attainment in Postsecondary Education
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Kanno, Yasuko; Cromley, Jennifer G. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
Although English language learners (ELLs) are currently the fastest-growing group among the school-age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 (NELS:88), a nationally representative sample of eighth graders…
Descriptors: Postsecondary Education, Dropouts, English (Second Language), Second Language Learning