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Results show that sounds/letters instruction yields slightly different growth patterns for Asian LMs, while meaning-focused emphasis shows no group difference. 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More emphasis for Asian LMs is linked to less deceleration through middle grades, with performance by eighth grade comparable to NEs.",{"name":70,"@type":61,"acceptedAnswer":71},"Does meaning instruction produce different growth patterns between groups?",{"text":72,"@type":64},"No. The relation between first-grade meaning instructional emphasis and reading growth does not differ between Asian LMs and NEs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589917,1792210416,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJuly-September 2019, Vol. 5, No. 3, pp. 1–15 DOI: 10. 1177/2332858419869902  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nFirst-Grade Reading Instruction and Reading Growth: Asian Language Minorities and Native-English-Speaking Peers  \nMelody Kung  \nGeorgia State University  \nThe 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: (a) The relation between first-grade sounds/letters instruction and reading growth slightly differed for Asian LMs and NEs. For example, Asian LMs who received more sounds/letters instructional emphasis decelerated less through middle grades, and by eighth grade, performed on par with NEs. (b) The relation between first-grade meaning instructional emphasis and reading growth did not differ for the two groups. (c) NEs experienced more deceleration through middle grades. Implications and future directions are discussed.  \nKeywords: reading, language minorities, instructional practices  \nApproximAtely 4.6 million students (National Center for Education Statistics, 2016) in the United States are language minority students (LMs) who primarily speak a language other than English at home. Among LMs, Asian students comprise the second largest racial/ethnic group (10.5%; National Center for Education Statistics, 2016) next to Hispanic students (77.7%). Annually, Asians are the largest group of immigrants arriving in the United States (Pew Research Center, 2012) .  \nAs reported by the National Assessment of Educational Progress (2017), on average, Asians as an ethnic group (regardless of language status) performed as well as their White peers in fourth- and eighth-grade reading. However, how Asian LMs’ reading levels compare to those of their native-English-speaking (NE) peers remains unknown. Although early-grade reading instruction is known to benefit NE students’longer term reading growth, little is known about early-grade reading instruction for Asian LMs and its potential relation to English long-term reading growth. The purpose of the current study was to examine the relation between firstgrade reading instruction and long-term reading ability growth for Asian LMs and their NE peers.  \nEffective Reading Instruction for NEs May Inform  \nEffective Reading Instruction for Asian LMs  \nImplications regarding effective reading instruction for Asian LMs could possibly be drawn from what is known for NEs. In the early grades, key factors for NE reading development are phonological awareness, word recognition strategies,  \nand understanding of words in a meaningful context (Chall, 1967; Ehri & Roberts, 2006; Gough & Tunmer, 1986; Sonnenschein, Stapleton, & Benson, 2010) . Three statements about important NE instructional emphases and their relation to reading growth can be asserted from existing research and theory. First, learning about letters and sounds involved in word reading automaticity is critical during the early phases of learning to read (e.g., Ehri, 1999). According to automaticity theory (LaBerge & Samuels, 1974), students can devote a limited amount of attention to any given cognitive task. If students are unable to decode and recognize words quickly, they are unlikely to pay attention to comprehension. On the contrary, as students become more proficient decoders and learn more sight words, they become more fluent word-readers and can spend reduced time and attention on figuring out words.  \nSecond, the purpose of reading is to make meaning of what is read (Xue & Meisels, 2004), but meaning making involves code-brea","cbCairh4nfJ6LKJQ","https://ap.wps.com/l/cbCairh4nfJ6LKJQ","pdf",468362,15,"English","# First-Grade Reading Instruction and Reading Growth\n## Research purpose and design\n## Key findings\n## Context and background\n## Implications and future directions","[{\"question\":\"What groups does the study compare?\",\"answer\":\"The study compares Asian language minority (LM) children with native-English-speaking (NE) peers across first through eighth grade.\"},{\"question\":\"How does sounds/letters instruction relate to reading growth for each group?\",\"answer\":\"Sounds/letters instructional emphasis shows a slightly different relation for Asian LMs and NEs. More emphasis for Asian LMs is linked to less deceleration through middle grades, with performance by eighth grade comparable to NEs.\"},{\"question\":\"Does meaning instruction produce different growth patterns between groups?\",\"answer\":\"No. The relation between first-grade meaning instructional emphasis and reading growth does not differ between Asian LMs and NEs.\"}]","First-Grade Reading Instruction and Reading Growth: Asian Language Minorities and Native-English-Speaking Peers - read online free | PDF",1792068398,38]