Bridging Science and Support: What the 'Science of Reading' Means for Multilingual Learners
The Science of Reading movement has been making waves across early literacy, shaking up how we think about foundational skills. By putting the spotlight on systematic phonics, phonemic awareness, fluency, vocabulary, and comprehension, research has brought some welcome clarity to the literacy world. But for those of us navigating the broader educational field, where classrooms are vibrant tapestries of culture and language, a big question lingers: How does all this research fit our English-language learners (ELLs) and multilingual learners (MLLs)?
In a recent Education Week opinion roundup, educator Larry Ferlazzo asked three literacy experts to share their thoughts. Here’s what caught our eye, along with our perspective on where the field is heading.
1. Phonics Must Be "Linguistically Inclusive"
While structured literacy gives us a wonderfully clear roadmap for decoding, applying it as a rigid, copy-paste template just doesn't work for every learner. Altagracia (Grace) Delgado, Director of Texas Initiatives for the English Learners Success Forum, reminds us that reading instruction needs to dance gracefully with a student’s native language:
A Spanish-speaking student can hit the ground running by leaning on cognates and familiar syllable patterns.
A Vietnamese-speaking student might need a little extra navigation support through English stress patterns, which work quite differently from the tonal shifts of their home language.
Our Perspective: Right on! Many of us working across the educational landscape have felt this in our bones for years. What’s exciting now is that we have a solid, defined body of research putting a stamp of approval on it. Having literature that officially backs up these ideas validates what dedicated educators have known all along: phonics instruction works best when it honors a child's full linguistic toolkit.
2. The Science of Reading Is a "Compass, Not a Cage"
Supporting multilingual learners means finding that sweet spot between explicit phonics and rich, joyful language development. Angel Martinez Sanchez, a public school educator in Connecticut, offers a wonderful reminder not to turn reading science into a rigid script:
"The science is a compass, not a cage. And we must never forget that reading is both a cognitive and linguistic journey." — Angel Martinez Sanchez
He suggests bringing lessons to life by pairing decodable books with visual aids, real-world objects, targeted vocabulary, and rich stories that celebrate who students are.
Our Perspective: We couldn't agree more with this mindset! Having evidence-based tools at our disposal is fantastic, but they should point the way forward—not lock us into a box. Research is meant to guide our work across the educational field, helping us build expansive pathways for learning rather than strict walls.
3. Harnessing Cross-Linguistic Transfer in Biliteracy
Understanding the inner mechanics of language is where the magic really happens, especially in dual-language spaces. Biliteracy consultant Emelia Ahmed points to classic frameworks like Gough and Tunmer's Simple View of Reading (Decoding x Language Comprehension = Reading Comprehension) to show how skills travel across languages:
Positive Transfer: Letters like 'M' make the exact same /m/ sound in English and Spanish—a lovely, free bridge for young readers when we point it out explicitly!
Zero or Negative Transfer: On the flip side, the letter 'H' stays quiet in Spanish but speaks up in English (acting more like the Spanish 'J'). Plus, English long vowels are a whole new frontier for native Spanish speakers.
Our Perspective: Having these language dynamics spelled out in concrete research gives the entire field a shared vocabulary. It allows advocates, curriculum developers, and leaders to design smarter, more intentional support systems that build directly on what students already bring to the table.
The Lugar Reflections:
At The Reading League, these core ideas aren't new to us—they reflect the principles we’ve lived by since the moment we first stepped into the classroom. What fills us with optimism today is seeing formal research catch up, confirm, and standardize these practices across the field. Knowing there is strong evidence making this kind of thinking more pervasive, normalized, and solidified is a huge step forward. The Science of Reading isn't here to restrict the art of teaching; it's here to champion it, back it with evidence, and help every learner flourish.
To explore the full commentary and guest contributions, check out the original article on Education Week.
Reference & Citation
Ferlazzo, L. (2026, April 9). What the 'Science of Reading' movement has meant for English learners. Education Week. https://www.edweek.org/teaching-learning/opinion-what-the-science-of-reading-movement-has-meant-for-english-learners/2026/04
