View in EDS HTML Full Text PDF Full Text

Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools.

Saved in:
Bibliographic Details
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.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 193225954
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hsin%2C+Lisa+B%2E%22">Hsin, Lisa B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lisa.b.hsin@ua.edu</i><br /><searchLink fieldCode="AR" term="%22Phillips+Galloway%2C+Emily%22">Phillips Galloway, Emily</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Apr2026 Supplement 1, Vol. 61, p1-19. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+transfer+%28Language+learning%29%22">Language transfer (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+awareness%22">Language awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193225954
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/rrq.70084
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1
    Subjects:
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Compulsory education
        Type: general
      – SubjectFull: Limited English-proficient students
        Type: general
      – SubjectFull: Language transfer (Language learning)
        Type: general
      – SubjectFull: Language awareness
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Outcome-based education
        Type: general
    Titles:
      – TitleFull: Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hsin, Lisa B.
      – PersonEntity:
          Name:
            NameFull: Phillips Galloway, Emily
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 02
              M: 04
              Text: Apr2026 Supplement 1
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 19362722
          Numbering:
            – Type: volume
              Value: 61
          Titles:
            – TitleFull: Reading Research Quarterly (John Wiley & Sons, Inc.)
              Type: main
ResultId 1