The Science of Reading for English Language Learners
This work is part of Dr. Lisbeth Samaniego’s dissertation research, which bridges the Science of Reading with the unique linguistic and cultural needs of multilingual learners. Her research underscores how evidence-based literacy frameworks can be adapted to strengthen reading comprehension and close achievement gaps for emergent bilinguals.
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​Addressing the persistent academic gap for second-language learners in U.S. public schools remains a critical priority for educators, leaders, and policymakers. Despite ongoing efforts to improve instructional practices, multilingual learners continue to experience disparities in reading achievement. Research by Maluch and Sachse (2020) shows that multilingual learners with limited comprehension skills struggle to access grade-level academic content, which may lead to long-term academic difficulties. While strong readers typically recognize print with minimal effort (Feruzi, 2021; Grabe, 2018) and activate prior knowledge or schema to build comprehension (Lailiyah et al., 2019), evidence consistently shows that second-language learners process reading comprehension differently than native speakers (Goldenberg, 2020; Kim et al., 2021; Zhang & Ke, 2019). These persistent challenges highlight the need for continued research and targeted instructional practices.
The Science of Reading is a comprehensive, interdisciplinary body of research grounded in scientifically based methods for teaching reading and writing. According to this body of work, five key components are fundamental to effective reading instruction: phonics, phonemic awareness, vocabulary, fluency, and comprehension.
This framework aligns with evidence that multilingual learners’ culture, language, and interactions shape the cognitive processes involved in reading comprehension. Drawing on the Simple View of Reading (SVR) and social constructivism, this approach emphasizes the interplay between word recognition and language comprehension (Gough & Tunmer, 1986; Paige & Smith, 2018; Vygotsky, 2006). These theories support the notion that students continuously assimilate new language into their existing concepts and experiences to construct meaning.
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​​​​​​​​​​​Social constructivism provides a psycholinguistic lens for understanding how multilingual learners build knowledge and comprehension through interaction, scaffolding, and participation within the Zone of Proximal Development (ZPD) (Aljohani, 2017; Vygotsky, 2006). This approach underscores the importance of culturally and linguistically responsive instruction to support emergent bilinguals’ reading development.
The Simple View of Reading (SVR) explains reading comprehension as the interaction of two interdependent processes: word recognition and language comprehension (Duke & Cartwright, 2021). While the ultimate goal of reading instruction is to help students apply cognitive and linguistic operations to construct meaning, research demonstrates that the process differs significantly for second-language readers (Goldenberg, 2020; Nation, 2019; Ortiz et al., 2021). Understanding these differences allows educators to design targeted interventions that address the unique needs of multilingual learners and bridge persistent achievement gaps.
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Theoretical Framework - The Simple View of Reading and Social Constructivism
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Moving Forward
Educators and administrators play a pivotal role in translating the Science of Reading into classroom practice. By grounding instructional decisions in evidence-based strategies and leveraging the insights from the SVR and social constructivist frameworks, schools can better support multilingual learners’ word recognition, language comprehension, and overall literacy growth. A deliberate focus on professional development, culturally responsive instruction, and ongoing progress monitoring ensures that every student has the opportunity to become a confident and proficient reader.