Young Latino students' English-reading growth in all-English classrooms

The research questions were: a) Is the pattern of young Latino English-language learners' reading growth (for Instructional Reading Level, Word and Sound Level features of reading, Comprehension, and Fluency) across two years the same as the pattern for monolingual native-English-speaking peers' growth; and b) If the pattern of reading growth is the same, does one group outperform the other? One-hundred-twenty participants were assessed on a variety of reading and language measures at several time points. A series of repeated measures analyses of variance and covariance was conducted in stages, first examining effects in relation to students' Instructional Reading Level growth, and then in relation to selected reading subprocess growth. Main conclusions were: 1) The Latino students' Instructional Reading Level growth was similar to their monolingual peers' growth, and 2) there were some differences between the two groups in selected reading subprocess growth patterns.