The Science of Reading also Applies to Students Learning English as a Second Language
As California pushes schools to adopt research-based approaches to teaching reading, known as the “Science of Reading,” some educators and advocates for English learners worry these techniques may not be effective for students learning English as a second language.
However, a closer look at the science behind language development reveals a strong connection between the Science of Reading and second language learning. In fact, the Science of Reading can offer valuable support for students whose first language is not English.
How Can I Teach English Literacy Skills to Students With Limited English?
Both the Science of Reading and the science of language learning emphasize a structured, explicit approach to literacy. This method directly addresses the challenge of teaching English academic skills to students with little or no English oral proficiency. A key strength of the Science of Reading approach is its focus on developing language (speaking) and literacy (reading) within the same instructional space.
Gone are the days of separating English language arts into distinct blocks for literacy and oral fluency. Science-based approaches advocate for teaching language and literacy hand-in-hand, allowing them to complement and build off on each other according to each child’s developmental stage.
This integrated focus is effective for all students, but particularly for English learners who must develop oral skills alongside academic ones. As they are sounding out words, they simultaneously learn their meanings.
Traditional vs Science of Reading Approaches
Traditionally, separating oral language and literacy skills has led to an increased need for “scaffolding” in instruction — particularly for non-native English speakers. Teachers, already pressed for time, often find themselves having to support oral skills within literacy lessons and vice versa. This compartmentalized approach ends up requiring more time and effort, as the two skills are inherently intertwined.
The Science of Reading Integrated Approach
The Science of Reading treats oral language and literacy skills as interconnected, giving equal importance to both within the same instructional space. This reduces the need for scaffolding and encourages educators to view language and literacy through a cognitive and developmental lens, rather than relying on repetition and memorization.
Science of Reading Example in the Classroom
Teaching oral, comprehension, and vocabulary skills alongside language structure and syntax has long been needed in the education of English learners. Consider Marco, an English learner, who might correctly sound out the word “net” and recognize a sight word like “she,” but may not understand what these words mean or how to use them in context. Too often, Marco receives praise for decoding words without comprehension, limiting his literacy and language proficiency.
Marco needs both the functional application and comprehensive skill development, taught purposefully and in combination within the same learning period. The Science of Reading’s integrated approach, now encouraged in both whole-group and small-group instruction, helps ensure these concepts are taught together while they are still fresh and relevant.
A Cognitive Approach to Reading
Viewing reading through a cognitive lens offers a more equitable approach to teaching because it is based on universal brain processes. How vocabulary is developed, along with its symbols and sounds, is a simultaneous process in all language and literacy learning. The Science of Reading encourages teachers to look beyond the surface of spoken language and delve into its functional aspects.
Support Teachers Through the Science of Reading
At first glance, teachers may worry that they cannot effectively support English learners if they do not speak the student’s language. However, by applying the Science of Reading’s explicit approach to language and literacy, teachers can draw on their own experiences of learning English literacy. While English learners may not have pre-existing oral skills, these can be developed alongside literacy instruction.
The Science of Reading is not a complete solution to the complexities of teaching English learners, but it offers a purposeful starting point by placing equal importance on language and literacy development.
