As the Science of Reading (SoR) gains traction in classrooms across the country, teachers, specialists and interventionists are increasingly examining its implementation, effectiveness, and relevance—particularly for multilingual learners. One key question is whether the principles and findings of SoR apply equitably to students whose first or home language is not English, especially Spanish-speaking learners.

The Science of Reading, a multidisciplinary body of research that explores how individuals learn to read, outlines five essential components for developing strong reading skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Studies have shown that these components are effective for both English and Spanish speakers (Huerta, 2009). For Spanish-speaking students learning English, leveraging literacy skills developed in their native language can provide a strong foundation for building proficiency in English reading.

The literacy foundation that English learners possess in their native language plays a critical role in their acquisition of English literacy. Instruction for English learners should be tailored to account for differences in writing systems and students’ prior literacy experiences. For example, learners who are proficient in languages that use the Latin alphabet, such as Spanish, are more likely to transfer decoding and writing skills to English. In contrast, students whose native languages use non-Latin or character-based scripts—such as Arabic, Korean, Russian, or Chinese—may face greater challenges.

Additionally, students whose first languages are closely related to English (e.g., Spanish) can benefit from cognates—words that are similar in meaning and spelling across both languages. Conversely, learners whose native languages are structurally unrelated to English may not benefit from such linguistic similarities.

While the Science of Reading has strong support, it also sparks some debate—especially when it comes to Multilingual learners, including Spanish-speaking students. One key concern is whether a heavy focus on phonics works well for all learners. Some educators worry that placing too much emphasis on phonics might miss other important parts of learning to read, like building language skills and understanding meaning—areas that are especially important for students learning English as a second language. The argument is that this approach may not sufficiently address the complex needs of English learners who are simultaneously developing English language proficiency. Laurie Olsen of the National Committee for Effective Literacy (NCEL) and Californians Together, as well as Elsa Cárdenas-Hagan, have voiced such concerns. Cárdenas-Hagan stresses that phonics is "only one part of literacy," and that broader language development and comprehension must not be overlooked. Also there are concerns that in its current application, SoR, may not adequately account for the unique linguistic and cultural backgrounds of bilingual learners. 

 On the other hand, many believe that the Science of Reading benefits all students, including English learners, when implemented thoughtfully. Proponents of SoR argue that phonics instruction lays a crucial foundation for decoding, which in turn supports reading comprehension. They also emphasize that SoR is not limited to phonics alone; it encompasses phonemic awareness, fluency, vocabulary, and comprehension as equally important components. 

Without dismissing either side, and as research evolves, it is essential for educators to remain mindful of the diverse needs of all students. Instruction should be holistic and responsive, integrating evidence-based practices from the Science of Reading with effective strategies for language acquisition and comprehension. Doing so will better support English learners on their path to literacy success!