Reading Outcomes Amongst ELLs and Native English Speakers

This paper investigates differences in reading proficiency between English Language Learners (ELLs) and native English-speaking children, focusing on the impact of language status on both lower- and higher-order reading skills. Utilizing data from the Early Childhood Longitudinal Study (ECLS-K), letter recognition and literal inference scores are examined through polynomial regressions. The results reveal significant differences in reading proficiency between groups, emphasizing the need for standardized assessments and instructional practices that are better tailored to the unique linguistic needs of ELLs in the early stages of language development.