The Science Of Reading And English Language Learners What The

Bonisiwe Shabane
-
the science of reading and english language learners what the

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... One of the hottest topics in education in recent years has been the “science of reading.” This term can has been known to cause heated debates among scholars and educators. It has been controversial and at times misunderstood. In this blog, we hope to shed light on what the science of reading is and how it applies to multilingual learners of English. The science of reading is the body of research on how humans learn to read.

Though the term “science of reading” has become popular in recent years, the science on how humans learn to read is not new, is not complete, is not a singular program, and is not... Instead, the science of reading is ongoing, continues to evolve, and includes five big ideas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Wise educators are keenly aware that combining the science of learning with the science of reading is essential. And when we have multilingual learners of English (MLEs), we cannot ignore the science of second language acquisition. Rather than focusing narrowly on one of these, we have to keep in mind that each of them plays a role and that children are the focal point. Languages have foundational skills.

Some students will join our classrooms having been exposed to formal foundational skills in their first language while other students may not have had such opportunities or have had limited or interrupted opportunities. Once foundational reading skills in a language are learned, there isn’t more to learn. Much like a strong foundation underneath a house, strong foundational skills in the first language support second language acquisition and learning. MLEs come into our schools and classrooms at various points in their lives, some very early, such as in kindergarten or first grade, and others later, such as in eighth or ninth grade. These MLEs will have vastly differing experiences with literacy in their first language that they will bring into their new learning experience. The more we know and understand about the MLEs in our care, the better their outcomes for success will be.

For instance, it is helpful to know In 2019, an average of 10% of students in the United States were Emergent Bilinguals—this number has been steadily increasing during the past decade, and will likely continue to do so. This means at least one in 10 students in any given classroom do not speak English as their first language. While this might be intimidating to monolingual teachers, plenty of research has shown the benefits of the bilingual and bi-literate brain, revealing that “language in literacy development in one language enhances and supports language... To support Emergent Bilingual students and help them reach their full potential, teachers must implement research-backed reading programs into their curriculum. The science of reading is a large body of research backed by decades worth of multidisciplinary studies that show how the human brain learns to read.

In teaching Emergent Bilingual students, implementing practices based on the science of reading is essential to their success. According to the National Committee for Effective Literacy (NCEL), a large number of Emergent Bilingual students need “effective literacy instruction that is comprehensive, flexible, research-based, and targeted for them.” Along with providing students with... The Continua of Biliteracy advocates for holistic learning opportunities for multilingual learners, emphasizing the importance of expansive, inclusive, and evidence-based opportunities for students to establish multilingualism. Research shows that young bilingual students are greatly impacted by whether or not a school recognizes and welcomes their multilingual capabilities. It has also been shown that students who are given the opportunity to develop their bilingualism (as opposed to being solely educated in English) enjoy more cohesive family relations, a higher likelihood of attending... The best way to empower multilingual learners is to recognize, honor, and leverage their dual-language brains by providing them with individualized, evidence-based instruction.

The NCEL emphasizes that “bilingual teaching is not repeating the same thing in two languages; rather, bi-literate pedagogies provide intentional opportunities for students to make cross-language and cross-cultural connections.” Language Magazine is a monthly print and online publication that provides cutting-edge information for language learners, educators, and professionals around the world. Jennifer Pendergrass-Bennefield, David L. Chiesa, Rebecca Raab, Rachel Hawthorne, Susan Mann, Margaret McKenzie, Courtney Morgan, and Kristin Rush invite us to a discussion and a resource hub As the Science of Reading (SoR) gains traction across states, schools, and teacher preparation programs, a pressing question has emerged: How well does the SoR framework serve multilingual learners (MLs)? The Reading League (2021, para.

1) defines the SoR as “a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing,” drawing from fields such as cognitive psychology, linguistics, neuroscience, and education. Proponents champion its research-based foundations and its potential to improve reading outcomes through explicit, systematic instruction. For many educators, the SoR has provided much-needed clarity, structure, and a corrective to years of inconsistent literacy practices. Success stories—such as the widely cited Mississippi Miracle—offer compelling evidence of its impact (PBS NewsHour, 2023). At the same time, concerns have grown that common interpretations of the SoR overlook the linguistic and cultural realities of multilingual learners (MLs). Many policies lean on monolingual norms, missing the distinct needs of MLs acquiring literacy in another language.

The friction, however, often stems not from the research itself but from how it is translated into practice—frequently through deficit-based assumptions about multilingualism. MLs have long been viewed through a remedial lens, rather than recognized for the linguistic and cultural resources they bring. Encouragingly, a growing number of initiatives—such as the READ Act Reauthorization of 2023, the Golden State Literacy Plan (2025), and Colorado’s Dyslexia Screening and READ Act Requirements—mark a shift toward more inclusive literacy policy. We write to district leaders, classroom educators, researchers, and policymakers alike—because advancing equity in literacy requires a shared responsibility. Together, we represent K–12 educators, district leaders, and higher education faculty, each with extensive experience supporting MLs in varied educational contexts. The tensions explored in this article draw from each of our perspectives, and the solutions are both structural and instructional.

w!���{E�i�/!�*V�.S@e&��0�j�T���jG99�b����GL6�W��,W5bXG]ʯ'X �tAٶ��/���=2��a��S� ��o# ʿ���m*j=8�=6���\���w~֫lz�E���`��%��I�#\�m�<�ľ��ꅛ��G_D�W��<� tэ.�BWp��P�F&��Gxm�К��,FD:��T���,��.�E�yɋs�4�� �0�:��[�|���� ����l�+ qÊ��IY�ƍgV�^e ����L��ա�6]�3M��s�����\h3�t����]���ɫc�A*3H@�2��м@����T��V��lF����|�|���EF�3�����;x�k�t��Ɏç�N7 �i=�}h�����CS����7W3�N=�Xw�46����Z�@��T�*�����\l��P��:��-����{�_{L�Ӊ��x^b�p+��WWp=MS�հ�f�i��f������ ��T�ʢ�\,�lc�Hx5�e_��4��ZŲxˡ������s��kח�X�BN�˔���bu���lO�ٓB1I����mV򓓀� �z��r�� � �X6�7t�t�7.4 o?|�e������l �5y�z�� �?���T��g���v���eEBe ��.h]� ���m���}�ރ[�'���yo�F��5[H�:�v�x‚T�p]�&�'y6'$G�ٝlt��/?�:;�b>k�$ �Ec=y@[� �� ����q�9d��>(H ��$JG�]Υ#�\O�ѩ�# `�'�)��Ҷ�_��tT������tT|��.� =�3��ڟ�z{Z�g6��@Y�t:��A��k nw�~O��t|󇍦[]���� \uV��\��+<(��Փ�?�E��Z��C���^Z�,�^,�����h;t���D둹�������cg:�>���{`��ybӝN�T��7�ӳ�ѳYL��B> ���Z��#&�Y!�!@��$A�`r�?����*cr�Q�~Ť��V#��Z�_�g�u��L3�4�L�uZV���z8�D2�� h"Q�+p=��� COy�/)_�],g��e�M��P!��m�%/A;d����Cu6/ ����iSm��|r� 1B`��Ɗ�5G�T���T���g|�}�TG�d��ٖѳm����_[�6���C=_3��|�s�T����;���{; ��֎�e����h�Rp������ ����.�... e$3�©X ��kIζ�-�wl����C�]C3��g{#�2[�z̵��&;���-t�n=�}l�9x�}���C����}o� ���Ί�ubu�[��u϶�z�o�B����ѓ-c'��B_�9z�o�|������w��JHV��iip�zn��"t�S-���AA��p�O��et�Ԇ�<��k�9���su����5��e��M"�l����u�k"9LF{������עZ%���K�#�����X�V%�au��!ѥgw27����ڦW/���ڂ�C5?�;�92�68�s�b�Щ�����`��陕nk��v�����x�ư��UJ,TM�I��%Qh��FϷ ��������?�eo�K��.������v��di���\BTS&'�z��`�������e�Y3�g���VݜԞ��y?+5pb:�П��S �-�D��E��e����#��H8U4���5��f�i�ٿ���+ːcE���>���d��LV4#K�<�|�Es����}�!��J���6P/�Ѭࠤ��5�����v�s�R�ȥ���'�6��� �����/����X� ^l�D�<�U��5{`���*)�DO/H��TB:Y�7�PW����k�L�m��~��"�N�<���x_�l�7�zp �C������_�;i?p�sp���޸�|�T��d��r����V������Hj�X���L=B��|�w��-�3���Q\����IO�Lۿ}K��|����'�F�z�/��z�q�� w6�y 9! cu�ȝb���0H=oWm3c:UFݯ#�z:��F� :9�2�b%+����� ��R��b<���D�4�L3�4�704�����l��r|���o�^� ���$��:4Gc��e4��Ru����_A�X�g� hʙ�?x`Oc��s#�Hׁ�"��mz���Vbs�׸톂��_�dա�������#3̓'���o8�g� ��|#[�00��YP>���k�c͍`y���s=�3ϸ���6�O����m�h��]�X�ym����A������N=�d�X|�(����I�������$�Lʕ�J�g,WO���f'�s ��j>�W�� ����D�:��r~��|��[�joS_��ߒ�����~�X:gA�����A�H�Tn���~����=�.�=��qp���Ų�w����ߺ�����{�>�b`�D��BWp`��L�k3��s:�T(���yi���X/C�8��%��?w�ε }�u�L���;~��n,�v�ME��t]� ^�\�;�}-^T�2��r�|@]3�\�H`����kj����I+ϛ� �B1eU�26A�6mz����o�_�ėB�0�{I�T:]��i��f��[X4Y��V1&.��.��//�}���q�X*6�tP�9�~��S�Xq�G�r�Bug�� �%?$���-׋���m���������r��2�n4U�;N���vOt�x���nwQ�}#iEW��Xv�j�����*��v�� pӦ�L�I�����\��'Qye���%n�&/M��#��0�I�35���K��88勫�|���KX=��s�kX]3�4�L�[ -G㑘"Ǝ���@� =��E���_��[;$i�Q�t6�i���3$r�j݆D�v��*e|�>lC�۰�^��b���׵��Q�%���)HI�qb;�;9q��$'N�8q��DJ�D�IQ�$�T]e�l�K�z�����*���g HP6˹9����) �kͳ�ś}��h2�1�r2�LGrf�*h+�r����z��v��?�?6Sf�c,����D��q~�l����|+�(�v����G.o݋��|_��3M*,�ي�%� ����20�B�]����"F�>��W�B]���?����ژնR�r����Sdf%��aA��G�_j��x(�_�E��Yt���=�z�]���]�EY} ��"z�BV/�Ҹ�2���s�O��мU0A�-:�i��ޑ�މ�m�L��M=�X�2���J!L�pzK~#k��U9�4���օ�;v|��Ƿ}�;x�gO���a�sE=��O����}�`��c���L���>�������~Ѽ�7���B�7ʍ|=~o�� ��Ҕ��s�A X��we��\��rV����+ƛ,햑�6l@� O?���?]�%A�>��Z�_�D�1'.�NgA]gu=��C=�wFο1I,���pSu�_"����eb�L ��-7׉R��&ש��jݘ|SUY���i�k`uYR�=;r=HX�y�hn_^a��50Pć$q#ˀ�ᇙ�>�Jo�<���G�G/,��S&��6�9�K@�4�̄�W��'k'wM��G�u�;�?re�=~�܌E��=��֔�����������G�1/m�� ^��w�eӧ�4�s�C]�;�����v���LH6��� �eu ����^pmEEtkv�ᷥ�z�^�E������"�����I�;��KU>o3�-��g��������Αc���[� R'�OM�;h6��h��p~��d�|� 牝��t�}�s�L���eL/�������6{ۀOK�q�cD᣶h�p����3_�mT�Ux�'B7�L�H���g%�}:>v��ǰ6$8X�A@�7�Tݾ���i0N��m�:y:/M���U�z衇z�gGv�in�vJ�K�0�$|?ƒ�K��8���Ǚ��N�OI� &� ��y�iD@a�F��D� /A��R��_�ճn�d8NvD,�ܴ�zbͻ}����_�|�T˦�L �Չ�5������)�s �T9V��zk��s=C��:ߧ*���,�{qG�;D-� ~�@&[���x�Ld�D�ޏ�D?����택�m;pd����c�=oL?_�X�%3Cå��$n����G����S^�fHȪh�$�*+7bb/G... 4`�٢$�1ʜ�BV�j40�NS@+%� r�m�k�^�=9p�\���7��\�3bc���NB1�˜���,�eD��}��^��]�?;������s���`G2\Y�Y��Œ����g��-pr8�%�U�o��f-��,�M^�ꐑi��GPWg�Fw��R���" ��WV����C���LZh2s��|,��N�ұ��TZ ы�zNĮ��z衇��Q���a%甯��9���'c�t�� �A�k�?W�^����cje�1�2>�Ǝ� .yK��i������ZVǬH�����- �Ɔ[��}��^Z�+�#P�5�}ޫhA�'~�2�:w���F�E�l~�,����%Y���k4EX�a��1���G�����s�얡��{j�#5�7��۲�������ۇ/�>����F� � �$������ ����e|c�����w���L��-u�����:NtaJ$Z��fE�)�a��Ep�a8?���6�\hͮv��O`�o7�VNp#I�T�V�0����FE���|�Ods&�5ź ��2��rԄ��:��At���%.�q�W��!���=����c��d���3x�ol ���ɹ=�*evRȋ$�⠴��[ċq �:DD/U�}����� ����Ɂ� �B-'��_���\�E7i��cĉadn�� �� >4�@�"���%Q`G�Y]{�T� m��v$t(���F�Q�m�؄�:��p���wޝ�U�_��DZ�6W�;��O&������h�Y=S��z]]=��C����]_�9��rT�=��)UƎ��@f>���x9����YX/!����cV�*+�ī�v�/���6��Is.���J�2���y�U�t�wP(�c�/F�\v�)%�X�m������:t�{�|���+��� m��9����b��Z}~��{91H���U��5z?� ��2rt���+��WUV֗�j�Uͫ� ���מ]��#x���Y��l�P"� .J�q�l7�۾���]c��=��Ecxm����ld*k B-��� ��R��>E���i��;�d?FS��eg[�t��o�D��1��Q�D��q��D�Ԕ�C�<��B��Ϸ~����[�᣻��J�Q����!�3G8 �+� �KA��w��a�k�� ����=�3rfC�O��FZ��y��s⣆�t��Z��$�hѵL���}+N���;�wq9�dT%�:��� �#��j �j�Fރ��eD?�a|M���9V/��*� -��F�\ 5㭬�h��I�Z�}�����>������,q��86�NŒ)�����ӵ���蠮�z��|�:��+�mO�f2W�"ОI%2�W2 �l���]$l��%3�/d֮�-K/����J?���&˪�LD��1���%>@I�Q�3��m� ����0�#6 >�YVWdK2U!��... .PY��@�ȥaΒY=�,��+m��W4����gp�k�hg�P��ηfV��g-� �Yn��_���I�F�[.Z ��3�������٭C':G��M���5�v#�=?�s���:>�� ��aH.�1�(`]+��z��� �\]��JN�81��.���J���KeuE��,�� W��"�/�arlaX+�u�FW��ﱇ�|��u2��i|n� _��wٹ��O�x��Rb-�x�m0X� |PB�,�+���N��"���CQ�{�t@(K#C�bX�N[?�=�9�,8��ښ�W�����YP���殐 k�$ k�Y��/]H���}Z��C=���G��"� �=M���D��v� ���S���2wr¯y�%�b��$��P����WŨ��VVw-fu�I�v�1��r�I~Le��*xL�V�*XN90��GZ,WeuU���7H�"%g�\���s��c0�m�h���(�*x?+�<�AA���ҼW����7PM�9�?(�O��G��r��nrZ7�7z42����l�w�w�ʯ�'V��X����-<��5�Ke���o� �x��N��K�R��s�B��� � Vb��ێL����l� 8�u���ı��t��B��o85v;/��z^O�|Hp�BNX�Sfjx��v�L��o&�7EW����L�|�٠���������.�w" 3j-��d� ���^��eL�P�.C�h��啍7~���uU��F���Y|��#9dd\��3�7���ӕ� B�����VG�?p�DYPKw�&|��"?Sl3���>mxb�︣%~���@]��'5j���єb���xl� <�C=��C=�_P:�:V��3d��*_O���@�����'թ��t柇2����r��}Q��q*yV��Į�z�� m̿VǷ��ԏ%�C���k]pr��FN��(��0�1n��w�Չ�y�ճ]��kq ����,ў�K}�g"�:��?�|`����r���d�źE��#���x0�1����Vσz�� ���Ah�)�7�y{��=t�g�P�����}ы�}����Hɮr�b�# wns��œOW��D����#�#G0'W��$7~i�o�,�� ��;��9��f���\����g|�s�Ӟ��#���~xmj-�}�)�Y�曑��p3�*ku?� ��,�S&7=^� ���O��L盗�f�W�y�(���V r�k������4���N?O��Y��2#)H�N�*d`a-� � ,�+�F�k�`���(�H{{� @K���-�����E���DF��*�{�b_�#�R|��)�6Y���^o8�މ w��Ut�� ��|:�9�(��Zb�7���C=��C��_E��z��q�`4 ��x2�$CMb... All educators can tap into the evidence-based approaches to help support English learners across multiple subjects and classrooms.

The "science of reading" and its foundational tenets, including decoding words and developing word recognition, are fitting for all students, including English learners, according to Molly Ness, an author and former classroom teacher who... “The science of reading is promising and applicable for English learners because it shows all of the processes of students who are reading happens to students no matter what native language they’re reading in,”... Likewise, in a recently issued a joint statement, The Reading League and the National Committee for Effective Literacy said educators should focus on the benefits of phonics and the science of reading for English... While educators may feel there is a lot of focus recently on the science of reading and its body of research, Ness said this approach has been “decades in the making.” Educators working with multilingual learners often ask: How does the science of reading apply to multilingual learners? In turn, how does the WIDA English Language Development (ELD) Standards Framework address the science of reading?

At WIDA, our focus is on language — the foundation that supports learning across content areas, including literacy. We help connect reading instruction and language development. We strive to provide educators with tools and resources to support multilingual learners (MLs) as they develop the language for engaging with literacy instruction. In this article, you’ll find answers to two frequently asked questions about the science of reading and multilingual learners and how our work aligns with research-based reading instruction. This is part two of a two-part series. Read the first article on multilingual learners and literacy.

The science of reading, as defined by The Reading League, is a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing. This body of research helps educators understand how to teach reading literacy. Recent reports from the Council of the Great City Schools (CGCS), The Reading League (TRL) and the National Committee for Effective Literacy (NCEL) emphasize that MLs need explicit English language instruction alongside strategies to... Because MLs may have less exposure to English before starting school, they may require additional support. The CGCS Framework explicitly recommends that English learners develop literacy with the following: A research-backed strategy can help teach how to decode new words and comprehend them in context.

Topics: Literacy, Curriculum and Instruction, English Learners The Simple View of Reading theory says that there are two primary areas of reading instruction required for proficient reading: knowing what words the letters create (word recognition) and knowing what the written text... All students need to develop word recognition and language comprehension skills to be successful readers. Philip Gough and William Tunmer designed this evidence-​based framework in 1986 to better specify the essential components of successful reading. Now supported by decades of research, and with very little adjustment, it can be applied to instruction with young English learners (ELs)—students whose native language is not English. Word recognition begins with, and depends on, a fine-grained perception of sounds in oral language, or “phonological awareness.” In its purest form, phonological awareness is not about the visual nature of reading text.

It is about the oral nature of hearing language and the ability to identify discrete sounds in spoken words.

People Also Search

As More States And Districts Are Embracing The “science Of

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 f...

Some Researchers And ELL Experts Say That’s A Problem. The

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... One of the hottest topics in education in recent years has been the “science of reading.” This term can has be...

Though The Term “science Of Reading” Has Become Popular In

Though the term “science of reading” has become popular in recent years, the science on how humans learn to read is not new, is not complete, is not a singular program, and is not... Instead, the science of reading is ongoing, continues to evolve, and includes five big ideas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Wise educators are keenly aware that combining the sci...

Some Students Will Join Our Classrooms Having Been Exposed To

Some students will join our classrooms having been exposed to formal foundational skills in their first language while other students may not have had such opportunities or have had limited or interrupted opportunities. Once foundational reading skills in a language are learned, there isn’t more to learn. Much like a strong foundation underneath a house, strong foundational skills in the first lan...

For Instance, It Is Helpful To Know In 2019, An

For instance, it is helpful to know In 2019, an average of 10% of students in the United States were Emergent Bilinguals—this number has been steadily increasing during the past decade, and will likely continue to do so. This means at least one in 10 students in any given classroom do not speak English as their first language. While this might be intimidating to monolingual teachers, plenty of res...