Abstract
This paper presents an evidence-based approach to meeting the needs of dual language and English Language Learners (ELL) that includes leveraging the skills and knowledge of the home language, oral language instruction, and the utilization of both effective writing instruction and multicultural children’s literature. This evidence-based approach includes insights gleaned from the science of reading (SOR) and research on writing development with ELLs and instruction needed to help their written communication skills. Practical classroom applications for using multicultural children’s literature include integrating the Universal Design for Learning (UDL) framework to ensure the literature chosen is necessary for some and beneficial for all. The purpose of this paper is to help educators make the vital connections between their students’ home language and research garnered from the science of reading, writing instruction, and the use of multicultural children’s literature, and it seeks to help educators continue to find ways to give a voice to their dual and English Language Learners.
Recommended Citation
Johnston, V., & Verna, N. (2025). The Science of Reading, Writing, and Dual and English Language Learners. Journal of English Learner Education. (17)1.
Retrieved from https://stars.library.ucf.edu/jele/vol17/iss1/5
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
