What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews

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Author(s)Kittle, Jonathan M.
Author(s)Amendum, Steven J.
Author(s)Budde, Christina M.
Date Accessioned2024-09-19T20:09:58Z
Date Available2024-09-19T20:09:58Z
Publication Date2024-09-12
DescriptionThis 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. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
AbstractThe 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.
CitationKittle, 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
ISSN1573-336X
URLhttps://udspace.udel.edu/handle/19716/35006
Languageen_US
PublisherEducational Psychology Review
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
Keywordsscience of reading
Keywordsmultilingual learners
Keywordssystematic review
Keywordsoral language
Keywordscross-linguistic transfer
TitleWhat Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews
TypeArticle
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