In my last post, we reviewed a round up of some research on phonology, with clarifications around what we know and what we do not yet know regarding the relation of advanced phonemic awareness training and phonemic proficiency to outcomes for struggling readers.

One piece I briefly mentioned in that post and which I’d like to dig further into is from David Share, “Is the Science of Reading Just the Science of Reading English?“

This is an important question to ask, because while research into how children who speak English learn to read in English has become quite substantive (even if still mostly unknown in too many classrooms), there is still quite a bit we don’t know about learning to read in English if you don’t speak English as your first language, and there’s even more we don’t yet know about learning to read in languages other than English.