The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The study included 100 ELLs and 50 EL1s in Grade 5. The effect of language group (ELL/EL1) and reading group on cognitive and linguistic skills was examined. Except for vocabulary, there was no language group effect on any measure. However, within ELL and EL1 alike, significant differences were found between reading groups: Normal readers outperformed the two other groups on all the oral language measures. Distinct cognitive and linguistic profiles were associated with poor decoders and poor comprehenders, regardless of language group. The ELL and EL1 poor decoders outperformed the poor comprehenders on listening comprehension and inferencing. The poor decoders displayed phonological-based weaknesses, whereas the poor comprehenders displayed a more generalized language processing weakness that is nonphonological in nature. Regardless of language status, students with poor decoding or comprehension problems display difficulties with various aspects of language.

This longitudinal study examined story-writing development of students from Grade 4 to Grade 6, comparing the developmental trajectories of English as a first language (EL1s; n = 43) and English learners (ELs; n = 108) in general, and in groups of EL1s and ELs with typically developing and poor reader profiles. In relation to their EL1 or EL reference group, students were classified in Grade 4 as typical readers ( n = 72), poor decoders ( n = 53), or poor comprehenders ( n = 26), with EL1s and ELs proportionally represented in each group. The effects of language, grade level, and reading group on story-writing measures were examined. Both EL1s and ELs developed story-writing skills in a similar manner, showing significant growth between Grades 4 and 6. Typically developing ELs attained age-appropriate story-writing levels. Poor decoders and poor comprehenders showed similar profiles of strengths and weaknesses, regardless of whether English was their first or second language. Both poor reader groups had significant difficulties in story-writing, struggling with the mechanics of writing, sentence structure, and story organization. Findings are discussed in terms of the interconnected relationship between reading and writing profiles, and the importance of a comprehensive understanding of sources of learning difficulties in ELs and EL1s.

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