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<p>Professional learning in reading for VPK-Grade 3 educators of English learners (ELs) is vital for improving ELs’ literacy outcomes. Educators from four partner school districts participated in a yearlong project that focused on job-embedded professional learning based on evidence-based instructional principles for promoting ELs’ literacy and achievement. This case study examined six participants’ insights into the Science of Reading (SoR) to support ELs with varied levels of English proficiency. Findings indicated that participants deepened their understanding of SoR-aligned instruction for all ELs and highlighted the SoR as an essential framework for supporting the early literacy development of ELs. They recognized that SoR integrates cognitive, linguistic, and neurological perspectives and emphasized the importance of providing explicit, systematic, and scaffolded instruction tailored to the needs of ELs. The participants identified several key priorities, including phonological and phonemic awareness, oral language development, and early interventions aimed at enhancing decoding and comprehension skills. They stressed the value of practical strategies that incorporate multisensory, linguistically and culturally responsive, and data-driven approaches. Additionally, they recommended the use of visuals, predictable texts, academic vocabulary, and real-world applications to improve instruction. Differentiation based on WIDA proficiency levels and targeted SoR scaffolding were viewed as critical components for promoting the language, reading, and writing growth of ELs.</p>

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Educators’ Perspectives on the Science of Reading for English Learners in VPK-Grade 3

  • 期刊论文

  • 发表日期：

    2026年1月29日

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  • Vassiliki Zygouris-Coe,
  • Laila Noor,
  • Marjorie Ceballos,
  • Florin M. Mihai,
  • Leslie Dugger Carvajal

摘要

Professional learning in reading for VPK-Grade 3 educators of English learners (ELs) is vital for improving ELs’ literacy outcomes. Educators from four partner school districts participated in a yearlong project that focused on job-embedded professional learning based on evidence-based instructional principles for promoting ELs’ literacy and achievement. This case study examined six participants’ insights into the Science of Reading (SoR) to support ELs with varied levels of English proficiency. Findings indicated that participants deepened their understanding of SoR-aligned instruction for all ELs and highlighted the SoR as an essential framework for supporting the early literacy development of ELs. They recognized that SoR integrates cognitive, linguistic, and neurological perspectives and emphasized the importance of providing explicit, systematic, and scaffolded instruction tailored to the needs of ELs. The participants identified several key priorities, including phonological and phonemic awareness, oral language development, and early interventions aimed at enhancing decoding and comprehension skills. They stressed the value of practical strategies that incorporate multisensory, linguistically and culturally responsive, and data-driven approaches. Additionally, they recommended the use of visuals, predictable texts, academic vocabulary, and real-world applications to improve instruction. Differentiation based on WIDA proficiency levels and targeted SoR scaffolding were viewed as critical components for promoting the language, reading, and writing growth of ELs.