Science of Reading for ELLs and MLs
The 91社区 (91社区) and the Board of Regents are committed to ensuring that every student has access to high-quality literacy instruction grounded in research, cultural responsiveness, and evidence-based practice. Literacy is the cornerstone of academic success and lifelong opportunity.听
To advance literacy outcomes across New York State, the 91社区 (91社区) has launched the P鈥20 Literacy Initiative, designed to provide educators with the knowledge and tools necessary to meet the diverse needs of all learners. In alignment with this effort, and to further strengthen literacy instruction for New York鈥檚 expanding multilingual population, the Office of Bilingual Education and World Languages (OBEWL) is pleased to present the Science of Reading听for Multilingual Learners Toolkit. By intentionally leveraging the linguistic and cultural assets that students bring from their home languages and communities, educators can cultivate literacy practices that are inclusive, equitable, and transformative for every learner in every classroom.
The Science of Reading for Multilingual Learners Toolkit compiles leading research in teaching literacy to ELLs and MLs, and provides direct guidance on how to put these ideas into practices for teachers or various class environments as well as school administrators.
| Guidance Topic听 | 听 | 听 |
| Expanding the Scope of Reading to Include Multilingual Learners听 | Two-page brief听 | Full article听 |
| Teaching Reading in Multilingual Classrooms: Moving Beyond a Deficit Perspective听 | Two-page brief听 | Full article听 |
| Literacy Development of Emergent Multilingual Learners in the Early Childhood Classrooms听 | Two-page brief听 | Full article听 |
| The Science of Reading in Dual Language Immersion Classrooms听 | Full article | |
| The Science of Reading in Multilingual K-12 Classrooms听 | Two-page brief听 | Full article |
| What Every Instructional Leader Needs to Know: Recommendations for Advancing Multiliteracy听 | Two-page brief听 | Full article听 |
These tools were created to meet the charge put forth in the Reading League Summit and the National Committee for Effective Literacy's 2033 joint statement,听Understanding the Difference: The Science of Reading and Implementation for English Learners/Emergent Bilinguals (ELs/EBs):听
鈥淎dditional research related to teaching literacy development for ELLs is needed 鈥 in both English-medium and bilingual settings. It calls for clear, precise, evidence-aligned guidance from federal and state educational leaders.鈥澨
The Science of Reading for Multilingual Learners Toolkit and its听resources were听created for OBEWL by听Dr. Socorro Herrera, professor in the College of Education and director of the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University; Dr. Kathy Escamilla, professor of education in the division of social, bilingual and multicultural foundations at the University of Colorado Boulder, and Dr. Robin Cabral of Kansas State University.听 听