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Drawing on the cognitive and ecological domains within the componential model of reading, this longitudinal study explores heterogeneity in the sources of reading difficulties for language minority learners and native English speakers in urban schools. Students (N = 150) were followed from first through third grade and assessed annually on standardized English language and reading measures. Structural equation modeling was used to investigate the relative contributions of coderelated anddoi:10.1177/0022219411432683 pmid:22293684 fatcat:zjvmn3izifgm3o24hvne4crxzi