What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews
Date
2024-09-12
Journal Title
Journal ISSN
Volume Title
Publisher
Educational Psychology Review
Abstract
The science of reading (SOR) refers to the sum of what we know about how people learn to read based on empirical studies across multiple disciplines. The purpose of this review was to identify research evidence to inform the SOR for multilingual learners (MLs). We reviewed 30 systematic reviews related to reading and reading instruction for MLs conducted primarily in K-5 U.S. classrooms. Results identified four broad clusters of components related to English reading comprehension as well as instructional practices and programs effective in addressing each component. Clusters included oral language, phonological awareness, decoding and oral reading fluency, and reading comprehension. Notably, oral language and reading skills in both MLs’ first language and in English were essential components of the SOR for MLs. Implications for theory and research as well as policy, curriculum, and instruction are provided.
Description
This article was originally published in Educational Psychology Review. The version of record is available at: https://doi.org/10.1007/s10648-024-09942-6.
© The Author(s) 2024.
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Keywords
science of reading, multilingual learners, systematic review, oral language, cross-linguistic transfer
Citation
Kittle, J.M., Amendum, S.J. & Budde, C.M. What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educ Psychol Rev 36, 108 (2024). https://doi.org/10.1007/s10648-024-09942-6