Rethinking Structured Literacy For English Language Learners

Bonisiwe Shabane
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rethinking structured literacy for english language learners

The Core Collaborative March 12, 2025 5 min read The shift toward Structured Literacy, grounded in the Science of Reading, has transformed how educators approach reading instruction. While this evidence-based model effectively supports foundational skills like phonemic awareness and phonics, it requires intentional adaptations to ensure English Language Learners (ELLs) are not just decoding words but also developing language and comprehension. Without intentional adaptations, Structured Literacy risks being reduced to a rigid focus on phonics and decoding at the expense of comprehension, language development, and cultural responsiveness, leaving ELLs at a disadvantage (Kapoyannis, 2021; Wolfe,... How can educators balance explicit literacy instruction with strategies that foster language acquisition and equitable access? This article explores key shifts that make Structured Literacy truly work for multilingual learners.

Structured Literacy is an explicit, systematic approach to teaching reading that encompasses phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is especially beneficial for students who struggle with reading, including those with dyslexia (Wolfe, 2010; Greenfader & Brouillette, 2017). However, for ELLs, decoding alone is insufficient; without meaning-making, reading becomes a mechanical process rather than a tool for thinking and learning (Naqvi et al., 2012; Stahl, 2015). This highlights the need for an instructional model that integrates both language and literacy development simultaneously, as research indicates that ELLs require explicit instruction in academic language, syntax, and morphology to bridge their understanding... Adopting a structured literacy approach to reading instruction is a critical step for districts and schools looking to improve reading outcomes. Could it also be your district’s key to providing equitable opportunities for multilingual learners to help them acquire English oral and reading skills?

Multilingual learners (MLLs) or English Language Learners (ELLs) now make up almost 11 percent of the K-12 enrollment in the U.S,. and they’re the fastest-growing student demographic. But for decades, these students have lagged well behind their native English speaking peers in reading achievement. This must — and can — change, and adopting a structured literacy approach is one step in the right direction. You may be familiar with the term, but what’s the structure in structured literacy, anyway? “Structured literacy” first cropped up in educational circles in 2016 when the board of directors at the International Dyslexia Association (IDA) assigned the name to its approach to literacy instruction, which focuses on teaching...

In this episode, we sit down with Dr. Elsa Cárdenas-Hagan—renowned author, educator, and advocate for multilingual learners—to explore how Structured Literacy can empower every student. From bridging language and culture to practical classroom strategies, Dr. Cárdenas-Hagan shares inspiring insights and actionable tools for supporting English learners in meaningful, evidence-based ways. She dives into the importance of oral language, cross-linguistic connections, and how all teachers—regardless of background—can feel confident supporting linguistically diverse students. Note: The article starts on page 86 of the online version of IDA’s 75th anniversary edition of “Perspectives on Language and Literacy”.

Narrator 0:03 Welcome to literacy talks, the podcast for literacy leaders and champions everywhere, brought to you by Reading Horizons. Literacy talks is the place to discover new ideas, trends, insights and practical strategies for helping all learners reach reading proficiency. Our hosts are Stacy Hurst, a professor at Southern Utah University and Chief Academic Advisor for Reading Horizons. Donell Pons, a recognized expert and advocate in literacy, dyslexia and special education, and Lindsay Kemeny, an elementary classroom teacher, author and speaker. Now let’s talk literacy. Dr.

Elsa Cardenas-Hagan 0:46 Welcome to this episode of Literacy Talks. And if you’ve been joining us this season, you know we are focusing on the perspectives on language and literacy. 75th anniversary issue from Ida, and it’s titled, structured literacy, grounded in the science of reading. And today we are so excited because we have yet another author of an article from that issue, one that we have been really looking forward to talking to, and that is Dr Elsa... So thank you for joining us today. have to, I’ll mention, we’ll, we’ll plug your book right out of the gate, but that it’s been around for a while, and it’s titled literacy foundations for English learners, a comprehensive guide to...

And I have to thank you for that, because it has made a big difference in my coursework with my pre service teachers, wonderful to know, and Lindsay and Donell, of course, are joining... So thank you again. I can assume that most of our listeners know that you are a leader in literacy and the field of bilingual education. But how did you get to this point? What’s your story? What led you to this work?

As more states and districts are embracing the “science of reading,” some educators and advocates have raised the question: Will these methods work for English-language learners? The “science of reading” has become shorthand in some literacy circles for approaches to early reading instruction that emphasize explicit, systematic teaching. Its proponents favor structured, sequential instruction in foundational reading skills for beginning readers, such as learning letter sounds and sounding out words. Most also oppose the use of leveled reading systems, which aim to match students with a “just-right” text—an approach that many researchers say can trap struggling readers in simplistic books, preventing them from developing... Over the past five years, at least 17 states have passed legislation enshrining the “science of reading” into law, in hopes that policy changes will move instructional practice in the classroom. These laws have and will continue to shape instruction for millions of students—including English-language learners, who represent one in 10 students in the United States.

Some researchers and ELL experts say that’s a problem. The National Committee for Effective Literacy, a new advocacy organization formed this year, has argued that states that have taken up these initiatives have narrowed literacy instruction to “a few foundational reading skills” that... This PaTTAN webinar featuring Dr. Elsa Cárdenas-Hagan focuses on structured literacy for English Language Learners, addressing evidence-based practices for the explicit instruction of oral language strategies within a structured literacy lesson. A variety of strategies are demonstrated. You must be logged in to post a comment.

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