We used descriptive statistics to examine demographic variables related to reading as well as to compare reading outcomes for the two groups of students, those instructed only in English and those instructed first in Spanish and then transitioned into English reading instruction. We also used descriptive statistics to highlight differences in language proficiency and components of literacy among good and poor English comprehenders, defined as those students from both groups (English-instructed and Spanish-instructed) who scored in the top and bottom third of the score distribution on the Woodcock Language Proficiency Battery comprehension subtest. Another analytical strategy we employed was.
