The report examines the impact of Reading First funding on 248 schools in 13 states and includes 17 school districts and one statewide program for a total of 18 sites. The study includes data from three school years: 2004-05, 2005-06 and 2006-07.

The impact of Reading First on English learners and those students receiving special education services were not included in the report, "Classrooms were considered eligible to be in the study sample if they were not special education or English as a Second Language classes, if more than 75 percent of the students were in the target grades,

and if the class was taught by the regular teacher or a long-term substitute." (Reading First Impact Study, Final Report Measures-p. C13).

It was a comprehensive review that sought to provide a researched response to the Reading Wars….the topic was so huge that the NRP decided to limit its scope. 

No English learners or second language issues were included in the review. They further decided not to focus on research on writing writing research or other literacy skills –  This report would just be about reading for native English speakers.

The NRP identified five components of effective reading instruction. These include the foundational skills of phonemic awareness, phonics, fluency, vocabulary and comprehension.

(Arizona State Education Department (2017) 5 pillars of early literacy [Graphic]. Author; Voyager Sopris Learning (2024). Reading success: Literacy strategies for English learners. voyagersopris.com).

1. accurate and fluent word recognition

2. adequate language proficiency to comprehend texts.

According to this view, ELs require greater emphasis on oral language development, especially listening comprehension skills, as they progress through the grades and content so they can attain sufficient language proficiency (Goldenberg, C. (2020). Reading wars, reading science, and English learners. Reading Research Quarterly, 55 (S1), 131-141.

In this video, Ohio Literacy Lead Carolyn Turner describes the Simple View of Reading and how it can shape approaches to reading instruction.

Differences in instructional implications for English learners include emphasis on oral language and vocabulary development. In addition, instruction needs to consider the role of home language, cross-language interactions and the viability of dual language approaches.

According to August and Shanahan (2006), there are six key components needed for successful EL Reading instruction:

• Comprehensibility

• Oral Language Development

• Vocabulary Development

• Beginning Reading (Phonological Awareness and Phonics)

• Fluency

• Comprehension Strategies

Reading is the skill through which students access educational content. Writing is how students demonstrate their knowledge and express their ideas. Therefore, effective early literacy development is critical for all students. However, the traditional one-size-fits-all approach leaves some children, particularly second language learners behind.

This article discusses the history of some of the one-size-fits-all approaches that haven't worked.

This guide looks at various aspects of reading instruction. However, it should be noted that it does not discuss second language acquisition or English learners.

bilingual (EL/EB) students.

This summit sought to highlight the areas of

alignment between experts in the fields of reading science and English ;earner/ emergent bilingual (EL/EB) education.

• How does the science of reading apply to multilingual learners?

• How does the WIDA English Language Development (ELD) Standards Framework address the science of reading?

At WIDA, the major focus is always on language — the foundation that supports learning across content areas. This includes all aspects of literacy.

WIDA helps to connect reading instruction and language development. WIDA provides educators with tools and resources to support multilingual learners as they develop the language for engaging with literacy instruction.  

This article hopes to answer some questions about the science of reading, multilingual learners, and how WIDA's work aligns with research-based reading instruction.