Toad-ally Exceptional Learners: Supporting Multilingual Learners with the Science of Reading: A Guide for General and Special Education Teachers

As educators, we know that learning to read is a complex process—and for students learning English as a second or additional language (often called Multilingual Learners or MLs), it can feel even more daunting. But the good news is that the Science of Reading (SoR), with its emphasis on evidence-based reading instruction, provides powerful tools to support all students, including those acquiring English.

However, using SoR approaches with MLs isn’t always straightforward. Let’s dig into the positives, the potential pitfalls, and most importantly, the strategies we can use to make reading instruction equitable, inclusive, and effective for all learners.

The Science of Reading: A Quick Overview

The Science of Reading refers to a vast body of interdisciplinary research on how children learn to read. It emphasizes the importance of systematic, explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension—often summarized using the “Simple View of Reading” (Gough & Tunmer, 1986) and Scarborough’s Reading Rope.

While SoR practices have been highly effective in improving reading outcomes, especially for struggling readers and students with dyslexia, MLs bring unique assets and needs to the table that require us to adapt these approaches thoughtfully.

How SoR Helps Multilingual Learners

The structured, explicit nature of SoR instruction benefits MLs in several ways:

1) Phonemic Awareness and Phonics Instruction

MLs benefit from direct instruction in the sound system of English, especially if their home language has different phonemes or orthographic patterns. For instance, Spanish has five vowel sounds, while English has over a dozen—explicit practice can prevent confusion and build confidence.

2) Decoding and Word Recognition

Systematic phonics helps students break the code of English, regardless of their home language. Even if a student is new to English, they can learn to decode words accurately with the right instruction.

3) Building Vocabulary

SoR emphasizes vocabulary instruction, which is essential for MLs. The more words they know, the better they’ll understand what they read and hear.

Where the Challenges Lie

Despite its strengths, SoR-based instruction can sometimes overlook the cultural and linguistic backgrounds of MLs. Here are a few pitfalls to watch for:

Assuming Language Deficit Instead of Language Difference
MLs are not “behind” because they’re learning English—they are developing a second language. We must avoid confusing language acquisition with a learning disability (Harry & Klingner, 2006).

Overlooking Oral Language Development

SoR places emphasis on phonics and decoding, but MLs also need rich opportunities for listening, speaking, and building oral language skills in English. Without this, decoding can become mechanical rather than meaningful.

Insufficient Comprehension Support

MLs may be able to decode but struggle with comprehension due to limited background knowledge or unfamiliar vocabulary. Comprehension strategies and scaffolds are essential.

What We Can Do: Practical Strategies

1. Teach Phonemic Awareness and Phonics—With Language Support

Use visuals, gestures, and modeling to clarify English sounds. Highlight sounds that may not exist in students’ home languages. For example, the English /θ/ sound (as in think) doesn’t exist in many languages and may need extra practice.

Tip: Use manipulatives like Elkonin boxes, and always link sounds to letters with explicit explanations.

2. Build Oral Language Through Conversation

Incorporate structured conversations into daily lessons. Think “turn and talk,” sentence stems, and small-group discussions with supportive adult facilitation.

Tip: Use sentence frames like “I noticed ___” or “This reminds me of ___” to model academic language.

3. Pre-Teach and Reinforce Vocabulary

Select key words from a lesson and teach them explicitly—using student-friendly definitions, visuals, and examples. Follow up with repeated exposure in multiple contexts.

Tip: Consider tools like Frayer Models or vocabulary journals where students draw, define, and use new words.

4. Honor and Use Students’ First Languages

Encourage students to make connections between their home language and English. Cognate instruction (e.g., animal in English and animal in Spanish) can be incredibly powerful.

Tip: Invite students to share how a word is said in their home language, especially in science and social studies.

5. Use Scaffolds for Comprehension

Graphic organizers, anchor charts, visual aids, and realia (real-life objects) help students access content while building language. Pair these with read-alouds and think-alouds to model comprehension strategies.

Tip: Use visuals to support background knowledge and help students "see" abstract concepts.

6. Foster a Culturally Responsive Environment

Representation matters. Include books, stories, and texts that reflect your students’ languages, cultures, and experiences.

Tip: Ask families to share cultural stories or traditions—this promotes inclusion and supports oral language.

Collaboration Between General and Special Education

Sometimes MLs are referred to special education when they are simply navigating the natural process of acquiring English. General and special education teachers must collaborate closely to ensure appropriate support.

If concerns arise, gather comprehensive data that includes language development, academic progress in both languages (if possible), and cultural background. Use a strengths-based approach.

Research shows that overrepresentation of MLs in special education is a persistent issue (Sullivan, 2011). Strong collaboration and culturally responsive assessments can help prevent misidentification.

The Science of Reading gives us a powerful framework—but it’s not a one-size-fits-all formula. When we use its tools with sensitivity and cultural awareness, we unlock the potential of all learners—including those learning English.

Remember: our MLs bring rich linguistic and cultural assets into the classroom. When we build on those strengths while providing structured literacy support, we create a classroom where all students can thrive.

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Citations:

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice.
Harry, B., & Klingner, J. (2006). Why are so many minority students in special education? Teachers College Press.
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children.