Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations

Type:
  Course
Duration:
1 hour
Authors:
Laura Rhinehart; Kai Greene; Sue Sears; and Maryanne Wolf
Developed by:
UC|CSU Collaborative Dyslexia & Literacy Taskforce
Series:
Literacy and Dyslexia Modules
Relevant categories:
Bilingualism Dyslexia Language Development Reading and Literacy Screening and Assessment
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Overview

This module provides specific examples of how to use students’ knowledge of their native language in learning to read in English, and includes discussion of the ELA/ELD Framework, culturally responsive teaching, Universal Design for Learning (UDL) and screening. Throughout the module emphasizes the importance of integrating spoken English proficiency with English language literacy development. The module concludes with an example of an Equity-based Language Assessment and an accompanying activity with resources.

TPEs Addressed:

  • TPE 7.1 - Plan and Implement evidence-based literacy instruction (grounded in ELA/ELD Framework)
  • TPE 7.2 - Plan and Implement Evidence-based Literacy Instruction (UDL, MTSS, California Dyslexia Guidelines)
  • TPE 7.3 - Asset-based Pedagogies
  • TPE 7.4 - Literacy instruction that is active, motivating and engaging (responsive to student language and literacy development)
  • TPE 7.5 - Foundational Skills
  • TPE 7.6 - Meaning Making
  • TPE 7.7 - Language Development
  • TPE 7.10 - Monitor students’ progress using formative assessment practices (Screening, English learners, collaboration)
  • TPE 7.11 - Provide instruction in English language development
  Keywords: Asset-Based Pedagogies, Cross-linguistic Transfer, Dialectical Variations, ELA/ELD Framework, Equity-Based Assessment, Language Differences, MTSS, Screening, Tier 2 Instruction, Tier 3 Instruction, TPE 7, UDL

Learning objectives

  • Understand widely accepted terminology that describes the linguistic experiences and language proficiency of multilingual/English learners
  • Embrace linguistic differences as assets that multilingual learners bring to their own language and literacy learning, as well as to their classrooms, schools, and communities
  • Leverage students’ native language knowledge and skills across all linguistic and literacy-related domains (phonology, orthography, morphology, semantics, syntax, and pragmatics) in supporting the development of oral English language and English language literacy
  • Identify principles underlying effective, research-based, core language and literacy instruction that support the oral language and literacy development of multilingual/English learners through implementation of the California ELA/ELD Framework, asset-based and inclusive practices, and the screening of learners for risk of reading difficulties, such as dyslexia
  • Understand how to identify and support multilingual/English learners who may be at-risk for dyslexia or other language-based learning disabilities through a Multitiered System of Support (MTSS) that provides small-group instruction and more intensive language and literacy intervention
  • Identify resources that educators can share with one another and with families related to multilingual/English learners’ language development, literacy development and language-based learning disabilities, such as dyslexia

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