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<p>This study examined differences in literacy skills and classroom learning opportunities among multilingual learners (MLs) and English-only (EO) students from Preschool through third grade. While prior research highlights reading skill gaps between these groups, fewer studies have simultaneously explored the reading skills and classroom literacy learning opportunities of ML and EO students. Participants included 1009 students (411 MLs, 598 EOs) from 134 classrooms across six sites in the US. Using the Observing Learning Opportunities for Students (OLOS) observational system, the child-level, minute-by-minute literacy learning opportunities across instructional content (code- vs. meaning-focused), management (teacher- vs. child-managed), and context (large group, small group, individual) were documented. Students’ code-focused and meaning-focused skills were assessed using the Letters-2-Meaning (L2M) and Word Match Game (WMG) assessments, respectively. Multilevel models were used to evaluate differences across groups and grades. ML and EO students performed similarly on code-focused assessments, with MLs outperforming EOs in third grade. MLs had lower English semantic (meaning-focused) skills only in Preschool and second grade. Most instructional differences were grade-specific and limited in scope. MLs in first and second grade received more small group instruction. Instructional variability was largely attributed to between-classroom rather than within-classroom differences. MLs generally received similar literacy instruction and demonstrated comparable skills to their EO peers. Differences were small and not consistent across grades. Findings emphasize the importance of examining both learning opportunities and skill development at the child level to inform equitable and responsive literacy instruction.</p>

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Classroom experiences of multilingual learners and English-only students in preschool through third grade

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月27日

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  • Ashley Sanabria,
  • Jin Kyoung Hwang,
  • Deborah Lowe Vandell,
  • Carol McDonald Connor

摘要

This study examined differences in literacy skills and classroom learning opportunities among multilingual learners (MLs) and English-only (EO) students from Preschool through third grade. While prior research highlights reading skill gaps between these groups, fewer studies have simultaneously explored the reading skills and classroom literacy learning opportunities of ML and EO students. Participants included 1009 students (411 MLs, 598 EOs) from 134 classrooms across six sites in the US. Using the Observing Learning Opportunities for Students (OLOS) observational system, the child-level, minute-by-minute literacy learning opportunities across instructional content (code- vs. meaning-focused), management (teacher- vs. child-managed), and context (large group, small group, individual) were documented. Students’ code-focused and meaning-focused skills were assessed using the Letters-2-Meaning (L2M) and Word Match Game (WMG) assessments, respectively. Multilevel models were used to evaluate differences across groups and grades. ML and EO students performed similarly on code-focused assessments, with MLs outperforming EOs in third grade. MLs had lower English semantic (meaning-focused) skills only in Preschool and second grade. Most instructional differences were grade-specific and limited in scope. MLs in first and second grade received more small group instruction. Instructional variability was largely attributed to between-classroom rather than within-classroom differences. MLs generally received similar literacy instruction and demonstrated comparable skills to their EO peers. Differences were small and not consistent across grades. Findings emphasize the importance of examining both learning opportunities and skill development at the child level to inform equitable and responsive literacy instruction.