Learning to read in a second language
What helps children who are learning English
What helps children who are learning English
A U.S. practice guide reports studies in which children learning English learned to read in English at the same rate as other children in kindergarten to grade 2. It says how well a child speaks English does not predict who will struggle with learning to read.
The English learner guide reports studies in which children learning English learned to read in English at the same rate as other children in kindergarten to grade 2.
In the source’s own words“These studies have demonstrated that English learners can learn to read in English at the same rate as their peers in the primary grades (K– 2).”
The guide says spoken-English measures do not predict which English learners will struggle with learning to read.
In the source’s own words“oral language measures of syntax, listening comprehension, and oral vocabulary do not predict who is likely to struggle with learning to read.”
The guide says early reading measures given in English work very well for screening English learners, even those who know little English.
In the source’s own words“research has consistently found that early reading measures administered in English are an excellent means for screening English learners, even those who know little English.”
For English learners at risk of reading problems, the guide recommends focused small-group teaching that is explicit and direct and covers five core parts of reading.
In the source’s own words“the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.”
The guide recommends good vocabulary teaching all through the day, with the most important subject words taught in depth.
In the source’s own words“Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth.”
The guide reports that three studies agree: explicit, intensive vocabulary teaching helps English learners understand what they read.
In the source’s own words“They converge in showing that explicit and intensive vocabulary instruction helps English learners understand what they read”
The guide recommends about 90 minutes a week of structured work in pairs, practicing what was already taught.
In the source’s own words“Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion.”
The foundational reading panel considers its recommendations relevant to English learners and knows of no evidence against that, though those children were under half of the samples it reviewed.
In the source’s own words“the panel considers the recommendations in this guide to be relevant to these populations and knows of no evidence to the contrary.”
We read each of these ourselves on October 9, 2026. Follow the links to read them too.
“Behind in reading” can mean ten different things, and each one needs different help. Check off what is true for your child. You will see the one thing to work on first, and what can wait.