How can we best apply the Science of Reading to support multilingual learners? This episode tackles that critical question with Dr. Steven Amendum from the University of Delaware.

We explore how evidence-based literacy instruction must leverage a student’s first language as a key asset, not a barrier. Dr. Amendum breaks down practical teaching strategies to boost decoding and reading comprehension for bilingual and multilingual students in diverse classrooms.

You’ll also learn how to build effective collaboration between classroom teachers and language specialists and hear about the research-demonstrated impact of the Bella professional learning program. If you’re looking for actionable, research-driven approaches to support your English learners, this episode is a must-listen.

00:00 – Introduction and overview of the episode
02:07 – Current support and challenges for multilingual learners in schools
04:29 – State vs. federal roles and legislation for multilingual learners
06:49 – Key research: Importance of first language (L1) in English reading development
09:21 – Cross-linguistic transfer and leveraging home language as an asset
11:09 – Oral language, vocabulary, and comprehension strategies in L1 and L2
13:44 – Practical strategies for teachers: supporting students without knowing their L1
17:30 – Previewing text language and other evidence-based practices
21:28 – Benefits of these strategies for all students
23:00 – Decoding, fluency, and phonological awareness across languages
25:54 – Instructional strategies: Blend as you go & Say it, move it
34:29 – Peer support and collaborative learning
36:10 – Effective teacher collaboration and professional learning
41:00 – Evidence of impact: Bella program and student outcomes
44:35 – Final thoughts and optimism for literacy research
46:18 – Jake’s Take

Reference:
Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educational Psychology Review, 36(4), 108. https://doi.org/10.1007/s10648-024-09942-6