The research questions were (a) How does first- and second-grade English-language learners' reading growth in Instructional Reading Level compare to their monolingual native-English-speaking peers' growth across two years; (b) How does first- and second-grade English-language learners' reading growth in selected reading subprocesses (word- and sound-level subprocesses, Comprehension, Fluency) compare to their monolingual native-English-speaking peers' growth across two years; and (c) How does first- and second-grade English-language learners' growth in Attitude toward Reading compare to their monolingual native-English-speaking peers' growth across two years? Using a two-year repeated measures design, data were collected from 746 monolingual native English-speaking students and 154 English-language learners in first and second grade at 16 schools. Students who began Year 1 in first and second grade were followed into second and third grade in Year 2. Five reading assessments were administered at the beginning, middle, and end of each year (except for phonological awareness, which was assessed on students who began Year 1 in first grade in Year 1 only), including Oral Reading, Basic Sight Vocabulary, Hearing Sounds in Words, Phonics Knowledge, and Attitude toward Reading. A series of hierarchical linear models was conducted. Main conclusions were (a) The growth pattern of Instructional Reading Level for the English-language learners was different from that for their monolingual native-English-speaking peers. (b) For growth in sound- and word-level reading subprocesses, the growth pattern of Phonological Awareness for the first-grade English-language learners was different from that for their monolingual native-English-speaking peers. The growth pattern of Phonics Knowledge for the English-language learners was different from that for their monolingual native-English-speaking peers. Similarity or difference in the growth in Reading Words in Isolation for the English-language learners and their monolingual native-English-speaking peers depended on cohort. (c) The growth pattern and performance level of Fluency for the English-language learners were similar to that for their monolingual native-English-speaking peers. (d) The growth pattern and performance level of Comprehension for the English-language learners were similar to that for their monolingual native-English-speaking peers. (e) The growth pattern of Attitude toward Reading for the English-language learners was different from that for their monolingual native-English-speaking peers.