A New Approach to ESL: Implementing Science of Reading Strategies in Middle School
Document Type
Conference Proceeding
Publication Date
4-2025
Abstract
Learning English can present challenges for emergent bilingual (EB) students, who must both master the language and develop literacy skills. Unfortunately, middle school EBs receive less structured literacy support than their elementary counterparts leading to lower reading scores and wider achievement gaps as reflected on state exams. Many ESL programs struggle to provide effective instruction due to underfunding and curricula often not written with EB’s in mind, (Council of the Great City Schools, 2023), leaving these students at a disadvantage academically. This study looks at how incorporating Science of Reading (SoR) strategies into middle school ESL classrooms could potentially improve literacy outcomes for EBs. Research has shown that SoRs focus on phonics, decoding, and phonemic awareness- components overlooked in the secondary grades- help multilingual learners build stronger reading abilities (August & Shanahan, 2006; Ehri, 2020). By combining SoR techniques with content-based language instruction, along with translanguaging theories, this research aims to help close the achievement gap by finding a more effective way to help teach ESL classes so that EBs can reach their full academic potential.
Recommended Citation
Estrada-Gutierrez, Ivonne, "A New Approach to ESL: Implementing Science of Reading Strategies in Middle School" (2025). Student Research Symposium 2025. 21.
https://digitalcommons.tamusa.edu/srs_2025/21
Comments
1:00-2:00 p.m.
BLH 266
Studies in Living and Learning
Amy Bohman, Moderator