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Experienced Literacy Teachers' Instructional Practices with Multilingual Learners: Benefits, Challenges and Adaptations in Response to the Science of Reading

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Title: Experienced Literacy Teachers' Instructional Practices with Multilingual Learners: Benefits, Challenges and Adaptations in Response to the Science of Reading
Language: English
Authors: Lindsey W. Rowe (ORCID 0000-0001-8874-7560), Katie M. Crook (ORCID 0009-0008-4589-7778), Emily Howell, Hazel Vega (ORCID 0000-0001-9077-3522), C. C. Bates
Source: Literacy. 2026 60(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Sponsoring Agency: Office of English Language Acquisition (OELA) (ED)
Contract Number: T365Z220099
Document Type: Journal Articles
Reports - Research
Descriptors: Reading Teachers, Reading Instruction, Teaching Methods, Multilingualism, Bilingual Students, Reading Research, Decision Making, Curriculum Implementation
DOI: 10.1111/lit.70023
ISSN: 1741-4350
1741-4369
Abstract: Recent trends in literacy policy have promoted structured literacy instructional programmes, aligning with the science of reading (SOR). Concurrently, demographic trends in the United States and Europe show an increase in the number of multilingual learner students (MLs) attending public schools. Drawing on the notion of teacher agency, this paper explores the intersection of these trends, asking: "How do experienced literacy teachers in varied contexts report that they respond to SOR-aligned curricula and training in their classroom instruction with MLs?" Data explore the experiences of one cohort of early literacy teachers using qualitative coding to examine their responses to an online module focused on SOR instruction and MLs, as well as interview responses from a subset of five teachers. Findings illustrate patterns in teachers' responses to SOR policy and training as it relates to their classroom instruction for MLs, including (1) new learning and benefits, (2) challenges and (3) off-script modifications. We argue findings provide a needed picture of practice, offering insight into how teachers negotiate instructional decisions to support MLs while implementing structured literacy curricula.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495600
Database: ERIC
FullText Text:
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  Data: Experienced Literacy Teachers' Instructional Practices with Multilingual Learners: Benefits, Challenges and Adaptations in Response to the Science of Reading
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  Data: <searchLink fieldCode="AR" term="%22Lindsey+W%2E+Rowe%22">Lindsey W. Rowe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8874-7560">0000-0001-8874-7560</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katie+M%2E+Crook%22">Katie M. Crook</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-4589-7778">0009-0008-4589-7778</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Howell%22">Emily Howell</searchLink><br /><searchLink fieldCode="AR" term="%22Hazel+Vega%22">Hazel Vega</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9077-3522">0000-0001-9077-3522</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+C%2E+Bates%22">C. C. Bates</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Reading+Teachers%22">Reading Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink>
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  Data: Recent trends in literacy policy have promoted structured literacy instructional programmes, aligning with the science of reading (SOR). Concurrently, demographic trends in the United States and Europe show an increase in the number of multilingual learner students (MLs) attending public schools. Drawing on the notion of teacher agency, this paper explores the intersection of these trends, asking: "How do experienced literacy teachers in varied contexts report that they respond to SOR-aligned curricula and training in their classroom instruction with MLs?" Data explore the experiences of one cohort of early literacy teachers using qualitative coding to examine their responses to an online module focused on SOR instruction and MLs, as well as interview responses from a subset of five teachers. Findings illustrate patterns in teachers' responses to SOR policy and training as it relates to their classroom instruction for MLs, including (1) new learning and benefits, (2) challenges and (3) off-script modifications. We argue findings provide a needed picture of practice, offering insight into how teachers negotiate instructional decisions to support MLs while implementing structured literacy curricula.
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