Science of Reading for ELLs and MLs
The 做厙TV (NYSED) 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.泭
To advance literacy outcomes across New York State, the 做厙TV (NYSED) has launched the P20 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 Yorks expanding multilingual population, the Office of Bilingual 做厙TV and World Languages (OBEWL) is pleased to present the Science of Reading泭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泭 | 泭 | 泭 |
| Expanding the Scope of Reading to Include Multilingual Learners泭 | Two-page brief泭 | Full article泭 |
| Teaching Reading in Multilingual Classrooms: Moving Beyond a Deficit Perspective泭 | Two-page brief泭 | Full article泭 |
| Literacy Development of Emergent Multilingual Learners in the Early Childhood Classrooms泭 | Two-page brief泭 | Full article泭 |
| The Science of Reading in Dual Language Immersion Classrooms泭 | Full article | |
| The Science of Reading in Multilingual K-12 Classrooms泭 | Two-page brief泭 | Full article |
| What Every Instructional Leader Needs to Know: Recommendations for Advancing Multiliteracy泭 | Two-page brief泭 | Full article泭 |
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,泭Understanding the Difference: The Science of Reading and Implementation for English Learners/Emergent Bilinguals (ELs/EBs):泭
Additional research related to teaching literacy development for ELLs is needed in both English-medium and bilingual settings. It calls for clear, precise, evidence-aligned guidance from federal and state educational leaders.泭
The Science of Reading for Multilingual Learners Toolkit and its泭resources were泭created for OBEWL by泭Dr. Socorro Herrera, professor in the College of 做厙TV 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.泭 泭