The ‘Science of Reading’ and
English-Language Learners:
What the Research Says
By Sarah Schwartz
The author describes the “science of reading” as a systematic method of teaching beginning readers the correspondence between letters and sounds. Studies have shown that this is the best way to help children learn to read. However, focusing only on phonics is not enough, especially for multilingual learners. Students need to be able to communicate orally, understand what is spoken, and be able to write.
While the laws in many states include “fluency, vocabulary, and text comprehension” in their mandates, there is concern that the new approach will limit programs from meeting the additional needs of multilingual learners (MLs): “vocabulary knowledge, listening comprehension, and syntax.”
Teachers must ensure that MLs understand the words they are being taught to read and the meanings of those words in context, but not limit vocabulary lessons to only the reading texts.
The author writes that it is beneficial for students to have the advantage of bilingual programs in which they learn to read their native language, but reading in both languages should be taught in ways that work best for each one.