The group of students with the lowest (best) word reading efficiency scores at the end of fourth grade were monolingual English-speaking students instructed in English. 3 However, there was not a large difference among the three groups of Spanish-speaking students: scores were for the students transitioned at the end of third grade, for those transitioned at the end of second grade, and for those instructed in English only. For all groups of students, pseudoword reading efficiency scores at the end of fourth grade were higher (therefore worse) than word reading efficiency scores. As with.
