meaningful interactions with texts( Cervetti et al. 2020; Silverman et al. 2020). Reading comprehension involves making meaning from text by connecting ideas from it with prior experiences and knowledge. For multilingual learners, meaning making can occur across languages and is closely connected to oral language experiences and interactions( Kittle et al. 2025).
Research suggests that multilingual learners benefit from explicit instruction for language comprehension as well as print concepts, vocabulary, and foundational literacy skills( Goldenberg 2020; Kittle et al. 2025). Effective approaches leverage their existing linguistic knowledge and incorporate meaningful interactions, discussions, and language use across contexts( NASEM 2017; Budde et al. 2026). In early childhood settings, this includes creating languagerich environments, using multimodal supports such as visuals and gestures, connecting learning experiences across play and inquiry, and providing repeated opportunities for children to engage with vocabulary and concepts in meaningful ways( Finders et al. 2023).
Why Read Alouds Matter for Multilingual Learners
Interactive read alouds can be a powerful tool for building a range of key early literacy skills in young children. Generally, they engage children with rich language, ideas, and print before they can read independently( Swanson et al. 2011; Zhou et al. 2025). Educators craft effective read alouds by introducing new vocabulary and concepts, modeling comprehension strategies, inviting children to talk about texts and share ideas, and drawing attention to how books and print work( Justice & Sofka 2010; Horst et al. 2019; Wright 2019). Educators can use whole group read alouds to build shared knowledge and community, while they may use small group read alouds to focus on certain skills, individualize scaffolding, and extend conversations
( Zhou et al. 2025). As a result, children develop oral language, vocabulary, comprehension, background knowledge, and positive dispositions toward literacy( Wright 2019).
Although these read aloud practices build a strong literacy foundation for many children, educators need to consider the assets and needs of multilingual learners. Multilingual learners may face certain hurdles: Too often, important ideas and skills are harder to access when instruction occurs in an unfamiliar language. New vocabulary and language structures can overshadow the content and skills being taught. This is especially important in the preschool years, when children are rapidly developing oral language, vocabulary, background knowledge, and early understanding about how books and print work. For multilingual learners, these skills are developing across languages, making it essential that read alouds provide meaningful access to both language and literacy learning. Therefore, educators must intentionally give supports when planning, implementing, and following up on interactive read alouds with multilingual learners. Some supports are specific to the read aloud while others can be incorporated throughout the day to align with read aloud experiences.
Two especially important approaches are extended study and multimodal strategies. Extended studies involve spending multiple weeks focused on vocabulary, concepts, and inquiry connected to an interesting and relevant topic of study, such as transportation, construction, or the human body( Helm & Katz 2016). Through repeated opportunities across the day, multilingual learners can strengthen both content knowledge and oral language development( Pollard-Durodola et al. 2018; Cervetti et al. 2020; NASEM 2024).
Multimodal strategies, such as gestures, visuals, movement, dramatization, and hands-on materials, can make ideas and language more accessible to multilingual learners. Not only can educators use multimodal strategies to introduce and reinforce new ideas and skills, they can also assess children through multiple modes( McCormick et al. 2023).
78 Young Children
Fall 2026