“Science of reading” instruction that embraces the cultures and languages of an increasingly diverse student population

As we work to ensure all students can read at grade level by advocating for instructional practices aligned with the Science of Reading (SOR), we must remember an important fact: SOR methods cannot succeed unless our teachers are attuned to the evidence around culturally and linguistically-sensitive instruction – or, the science of teaching reading to culturally and linguistically diverse learners.

The term “Science of Reading” describes a vast, interdisciplinary body of scientifically-based research about reading, derived from thousands of studies conducted worldwide in multiple languages over the last five decades. The current urgency around SOR is rooted in a drive to ensure all students become skilled readers, especially those from economically disadvantaged backgrounds, Black and Latinx students, and students with learning disabilities.

However, many well-intentioned states are rolling out generic, highly prescriptive SOR instruction policies that ignore the need for culturally and linguistically responsive teaching. Critiques about the limitations of SOR policies and implementation are sometimes met with accusations that they are “fueling the reading wars.”

That is not our intent with this article. We strongly believe in instructional approaches informed by reading science. We believe just as strongly in integrating decades of research on culturally and linguistically responsive pedagogy. Our goal is to bring attention to the science that has gotten less attention from reading advocates who are shaping SOR policies. The science of teaching reading to culturally and linguistically diverse students, as emphasized by panelists at a pre-conference session at the 8th Annual Conference of The Reading League, represents an integrated approach between reading science and learning science while attending to the socio-cultural aspects of reading.

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there is science missing from the current conversation about SOR

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Here’s what educators and policymakers need to know: there is science missing from the current conversation about SOR. That science supports a culturally, linguistically responsive approach to teaching the building blocks of reading.

Scientific evidence demonstrates that unconscious bias exists in classrooms, even when the teacher is following an“objective, data-driven” curriculum. Additionally, many of the studies used to develop these curricula omitted diverse populations in their assessments–Black students and English learners, in particular, are often underrepresented in educational and psychological research. Finally, while some SOR proponents claim that we are not being objective enough in our teaching methods, this ignores the obvious: kids and teachers are human beings with different backgrounds, norms, and values that shape the teaching and learning experience.

Moreover, our last major national reading experiment (2009’s Reading for Understanding initiative) demonstrates how an over-emphasis on code-based skills and an underemphasis on comprehension moves the dial on decoding, but not on reading comprehension. This keeps students of color from being able to engage in more cognitively demanding reading tasks.

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Finally, scientific evidence shows a relationship between student achievement and culturally/linguistically responsive teaching techniques.

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Finally, scientific evidence shows a relationship between student achievement and culturally/linguistically responsive teaching techniques. Teachers should leverage the language skills and knowledge diverse students bring to the classroom. For example, they can highlight the similarities and differences between a student's home language or dialect and Standard American English, a technique which can be easily used within a SOR-based approach.

While the science of reading strives to be objective and universal, it’s clear that the teaching of reading must be culturally informed. As one recent whitepaper from the National Committee for Effective Literacy put it,“Culture, like language, is a lens through which learning occurs.”

To that end, at least three big shifts that must occur in the adoption of SOR policies. These are:

1.) Reading Comprehension. Recognizing the full body of scientific evidence around how people become skilled readers. This includes giving equal weight to decoding and language comprehension, both of which are essential to becoming a proficient reader.

2.) Language Differences. Incorporating evidence around how culturally and linguistically diverse students–namely speakers of languages other than English and speakers of English language variations– become skilled readers in Standard American English. This includes the relationship between culture, language, and learning how to read. 

3.) Learning Science. Recognizing the entire science around how people learn, including the complex interplay between learner, teacher, and the learning environment.  This includes robust research on teaching diverse learners, particularly by scholars of color.  

California is one example of a state that is integrating multilingual, culturally-competent approaches when using SOR principles in classrooms. California education leaders acknowledge that multilingualism is key to success in the global economy of the future. Instead of enforcing English-centric SOR approaches that overemphasize phonics, our policymakers should be empowering teachers to establish culturally-sustaining spaces which foster and respect the full linguistic repertoire of all children. 

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We invite our fellow educators to take a “both/and”approach to SOR by remembering the science of the teaching of reading to diverse learners.

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Education expert Zaretta Hammond reminds us that “educators like to talk about the science of learning in ‘colorblind’ terms when it is not colorblind at all.”Evidence-based practices as part of the SOR framework require humility and cultural competence. We invite our fellow educators to take a “both/and”approach to SOR by remembering the science of the teaching of reading to diverse learners.

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‍Dr. Martha I. Martinez is Head of Research and Evaluation at Sobrato Early Academic Language (SEAL), a nonprofit focused on advancing the educational outcomes of multilingual learners.

Dr. Endia J. Lindo is an Associate Professor of Special Education at Texas Christian University and core faculty at the Alice Neeley SpecialEducation Research and Service (ANSERS) Institute. ‍

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