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Kung, Melody – AERA Open, 2019
The present study explores whether the relation between aspects of first-grade reading instruction and reading growth through eighth grade differed for Asian language minority (LM) children and native-English-speaking (NE) children. The sample consisted of 6,715 NEs and 242 Asian LMs, followed from first to eighth grade. Findings were as follows:…
Descriptors: Reading Instruction, Grade 1, Elementary School Students, Reading Improvement