Minnesota is among 40 states that have allocated significant funding to help schools adopt Science of Reading-informed approaches.
Hamline education professors Letitia Basford and Annie Ittner studied an elementary school’s first two years implementing a SoR-informed literacy curriculum with multilingual learners.
Their findings show that more attention is needed to address the learning needs of multilingual learners and that schools should center their curriculum choices with the populations they serve. The study emphasizes that literacy programs must be thoroughly vetted to ensure they incorporate practices proven to support multilingual learners.
“We must be as intentional about the science of teaching as we are about the science of reading,” Basford said.