Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools.
Saved in:
| Title: | Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools. |
|---|---|
| Authors: | Hsin, Lisa B.1 (AUTHOR) lisa.b.hsin@ua.edu, Phillips Galloway, Emily2 (AUTHOR) |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-19. 19p. |
| Subject Terms: | *Multilingualism, *Reading comprehension, *Compulsory education, *Limited English-proficient students, *Language transfer (Language learning), *Language awareness, *Literacy, *Outcome-based education |
| Abstract: | The popular Science of Reading (SoR) movement has galvanized attention to early reading instruction with an emphasis on foundational reading skills, yet this movement is largely grounded in research focused on monolingual emergent readers. In this article, we aim to advance the science of strengths‐based reading instruction for the segment of the population of multilingual learners who stand the most to gain from enhanced learning opportunities: English learners in U.S. schools. A targeted, interdisciplinary literature review traverses three domains—across linguistic, metalinguistic, and sociocognitive skills—in which the experiences of becoming multilingual can support reading development, particularly in the upper elementary grades and beyond, when increasingly sophisticated literacy practices rely on deep reading comprehension. The synthesized studies illustrate how multilingual experiences can buoy deep reading comprehension by giving rise to cross‐linguistic transfer, metalinguistic awareness, social perspective taking, and other supportive mechanisms. To encourage continued advances in research and practice, we situate the lessons of the review among two complementary models of reading and discuss the importance of refining research within the science of reading to include a wider range of participants and a clearer focus on falsifiable hypotheses. Ultimately, we call for a SoR movement that recognizes the different strengths students bring to reading and that champions instruction that builds on those strengths, for all students. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The popular Science of Reading (SoR) movement has galvanized attention to early reading instruction with an emphasis on foundational reading skills, yet this movement is largely grounded in research focused on monolingual emergent readers. In this article, we aim to advance the science of strengths‐based reading instruction for the segment of the population of multilingual learners who stand the most to gain from enhanced learning opportunities: English learners in U.S. schools. A targeted, interdisciplinary literature review traverses three domains—across linguistic, metalinguistic, and sociocognitive skills—in which the experiences of becoming multilingual can support reading development, particularly in the upper elementary grades and beyond, when increasingly sophisticated literacy practices rely on deep reading comprehension. The synthesized studies illustrate how multilingual experiences can buoy deep reading comprehension by giving rise to cross‐linguistic transfer, metalinguistic awareness, social perspective taking, and other supportive mechanisms. To encourage continued advances in research and practice, we situate the lessons of the review among two complementary models of reading and discuss the importance of refining research within the science of reading to include a wider range of participants and a clearer focus on falsifiable hypotheses. Ultimately, we call for a SoR movement that recognizes the different strengths students bring to reading and that champions instruction that builds on those strengths, for all students. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 19362722 |
| DOI: | 10.1002/rrq.70084 |
