Abstract
The Science of Reading (SOR) has gained widespread attention as a framework for strengthening foundational literacy skills, yet its implementation often assumes a monolingual English context. This brief argues that equitable SOR practices require teachers to develop a working knowledge of linguistics to better support multilingual learners. Six core areas of linguistic knowledge: phonology, morphology, syntax, semantics, pragmatics, and dialect variation, are described with attention to their impact on reading development. Each area includes examples of cross-linguistic differences that shape how students acquire English literacy and highlights practice implications for classroom instruction. The brief concludes by emphasizing the need for teacher preparation and professional development that integrates linguistic knowledge to ensure SOR-aligned instruction leverages, rather than overlooks, students’ full linguistic repertoires.
Keywords
Science of Reading (SOR); Multilingual learners; Emergent bilinguals; Teacher preparation; Literacy instruction
Date of this Version
2025
DOI
10.5703/1288284317913
Recommended Citation
Sarmiento Quezada, Brenda, "Linguistic Knowledge for Teachers: Supporting Multilingual Learners in the Science of Reading Era" (2025). Science of Reading. Paper 1.
http://dx.doi.org/10.5703/1288284317913