ABSTRACT In this article, the authors re‐examine the Science of Reading (SOR) through the lens of multilingual students (MLs), highlighting the results from a recent review of research that identifies key reading components and effective instructional strategies. They share an overview of results from the review, including the importance of MLs' home languages for developing English reading proficiency and comprehension. Practical strategies such as cognate instruction and a Preview‐View‐Review (P‐V‐R) approach are presented to help educators leverage students' multilingualism, fostering inclusive, responsive classrooms and enhancing English literacy outcomes for MLs. The article offers classroom‐ready examples and addresses common roadblocks teachers face when incorporating home language use into instruction. By bridging research and practice, the authors emphasize the need to expand SOR implementation in ways that affirm linguistic diversity and promote equitable literacy development for all learners.
Budde et al. (2026) studied this question.