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Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non‐EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non‐EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single‐word decoding and passage reading). At t1, EAL learners scored significantly lower than non‐EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English‐medium classroom instruction, EAL learners continue to underperform relative to their non‐EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention. Highlights: What is already known about this topicChildren learning EAL in England tend to underperform in relation to their non‐EAL peers in vocabulary knowledge, grammar and reading comprehension but not single‐word reading or passage reading accuracy.Attainment gaps between EAL learners and monolingual peers close gradually over the course of compulsory education, although reading attainment gaps remain by age 16. What this paper addsEAL learners exhibit significantly lower levels of English vocabulary breadth and passage reading accuracy but not vocabulary depth, listening comprehension or reading comprehension.In this study, the magnitude of group differences was reduced relative to previous work, potentially as a result of socio‐economic status and EAL learners' exposure to English.Where EAL learners underperform, there is no evidence that they make a significantly faster rate of progress over time than their non‐EAL peers. Similar developmental trajectories may serve to sustain group differences in primary education. Implications for theory, policy or practiceMere exposure to classroom teaching may not be a sufficient means of ensuring the English language proficiency (particularly vocabulary) of EAL learners, potentially impeding access to more challenging aspects of the National Curriculum.Breath of vocabulary knowledge may represent one particularly pertinent target for explicit classroom instruction for EAL learners. [ABSTRACT FROM AUTHOR]

Enhancing English phonological awareness is critical in promoting native English speakers' reading development. However, less attention has been paid to the role of phonological awareness development for English language learners in a logographic context. This meta‐analysis aims to evaluate the effectiveness of training native Chinese speakers' English phonological awareness and reading across age groups. Thirty‐three articles, including 37 independent samples, were identified as training studies that reported English phonological awareness as an outcome measure, and 16 articles, including 17 independent samples, featured training studies that reported reading as an outcome measure. Results based on a random‐effect model revealed the effect sizes for overall English phonological awareness (including English syllable awareness, phoneme awareness, and rhyme awareness) and overall reading (including word reading and pseudoword reading) were g = 0.651 (n = 3137) and g = 0.498 (n = 1506), respectively. Specifically, instructional training exerted a small impact on word reading (g = 0.297), moderate effects on syllable awareness (g = 0.468) and pseudoword reading (g = 0.586), a medium to large effect on phoneme awareness (g = 0.736), and a large impact on rhyme awareness (g = 0.948). The moderator analyses yielded several significant findings. Regarding the English phonological awareness outcome, programs integrating lexical semantic knowledge exhibited the largest trend in enhancing native Chinese speakers' skills. Among all age groups, upper elementary students benefited most from instructional training. Furthermore, more intensive training had a greater impact than less intensive training. In terms of the reading outcome, similar to English phonological awareness findings, upper elementary students realized the greatest improvements. Additionally, unpublished articles indicated a larger training effect on reading than published ones. These findings provide practitioners with guidelines for delivering effective instruction to promote phonological awareness and reading ability for English language learners in a logographic language context. [ABSTRACT FROM AUTHOR]