Author: StoryWorld

Literacy Is More Than Reading

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When we think of “reading”, we often picture a child reading a book. But is that being “literate?”

Several years ago, I had an interesting experience.  I met a teenage language learner who was eager to demonstrate her English skills. She proudly read — almost flawlessly — a section from Dr. Martin Luther King’s “I Have A Dream” speech. It was so well-read that I was flabbergasted by her linguistic proficiency.

When she was done (and after my generous compliments), I asked her for a glass of water.  She stared at me blankly. She had no idea what I was saying.

After a little more probing, I realized she could read the words, but with no understanding whatsoever.

Since then, I’ve discovered this to be true of many emerging readers, not just multilingual learners, but also native-English speakers as well. First and second graders often surprise me when they read aloud with apparent fluency. But when asked to explain what they read, it’s not unusual to see blank faces.

So, what’s going on?

Literacy Is More Than “Reading”

Literacy is not a single skill but a network of interrelated abilities. True literacy goes beyond decoding words in a book or filling out worksheets. To become confident, capable communicators, children must learn to listen, speak, write, and read.

The National Literacy Trust defines literacy as “the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world” (NLT, 2019).

Here is a summary of each modality and how each fits into a well-rounded approach to literacy instruction:

LISTENING is the foundational skill

Traditional literacy instruction often prioritizes reading and writing at the expense of the foundational importance of listening. Yet, active listening contributes strongly to phonological awareness, an essential early skill for decoding words. 

Listening also helps all learners — and especially MLLs — further develop a more intuitive grasp of both syntax and pronunciation.  

Children who are exposed to rich oral language environments develop a more robust vocabulary and better mastery of grammatical structures. Therefore, listening to spoken language supports reading and writing development. 

Listening also contributes to comprehension, making it easier for emerging readers to understand different texts as they progress toward reading fluency (Shanahan, 2023; Gough & Tunmer, 1986).

Why SPEAKING matters

When students (both MLLs and native-English speakers) discuss stories, ask questions, or retell events aloud, they are also learning to organize their thoughts, make inferences, and practice using more academic vocabulary. 

The vocabulary learned from texts is often absent in normal conversation and therefore needs to be learned through literature. 

Speaking activities, such as discussions and presentations, prompt learners to process and articulate their ideas, leading to deeper comprehension. In fact, speaking is so important, many researchers have concluded that oral language skills are strong predictors of reading comprehension, especially among pre-school children and multilingual learners (Snow, 2010).

WRITING is the key tool for comprehension

While writing is often viewed as a separate skill from reading, research supports the conclusion that writing directly enhances reading comprehension. 

Why? Writing practice helps learners internalize new vocabulary and concepts acquired through reading and listening, which in turn deepens comprehension and critical thinking. When children write about what they read, they process the content more deeply. 

The benefits of writing extend across all grade levels: students who write more, demonstrate improved recall and deeper understanding of content (Graham & Hebert 2011).

READING expands vocabulary and boosts critical thinking
The process of reading contributes significantly to vocabulary development, comprehension, and most importantly, critical thinking. Exposure to a wide variety of written texts allows learners to see different grammatical and sentence structures in action, which further reinforces their understanding of language and expands their ability to use it well  (Nagy & Anderson 1984).
ALL MODALITIES are interconnected

To be truly “literate” all modalities need development.  It makes sense that strengthening one modality also strengthens the others. This interconnectedness suggests that an effective literacy program needs to incorporate all modalities — not reading alone — to maximize literacy and the subsequent learning outcomes.

Helpful strategies for multimodal instruction:
  • Use multimedia resources (audiobooks, podcasts) to build listening skills and expose learners to diverse linguistic inputs;
  • Incorporate read-aloud sessions followed by discussions to improve listening comprehension and speaking skills;
  • Include writing reflections on texts to deepen reading comprehension and analytical thinking;
  • Use paired reading and peer discussions to strengthen speaking and listening skills as well as recall.

By embracing a multimodal approach that includes listening, speaking, writing as well as reading, educators can foster deeper comprehension, stronger communication skills, and build a more enduring foundation in literacy that will serve all learners for the rest of their lives. 

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

References:

Castles, Rastle, & Nation (2018); Duke & Pearson (2002); Fitzgerald & Shanahan (2000); Graham & Hebert (2011); Nagy & Anderson (1984); Scarborough (2001); Snow (2010); Stanovich (1986)

Translanguaging: An Effective Bridge for Multilingual Learners

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Translanguaging: An Effective Bridge for Multilingual Learners

For decades, the prevailing consensus about language learning was that “full immersion” was the only way to master a new language. The idea was that we should all be able to “learn language naturally” like a child.

That hasn’t always proven true.

For most language learners, “immersion” quickly becomes what I call “submersion.” Without a language bridge, the learner feels lost, then discouraged, and often disengages altogether.

When our family moved overseas, I tried immersion. I thought I would be able to pick up at least a little language naturally on my own. I eagerly listened to television, radio, and tuned in to people speaking around me.

The result? I learned about four words!

It wasn’t until I began to explicitly learn the words for numbers, then basic vocabulary for different foods, and finally some useful phrases, that I was able to slowly (very slowly at first!) piece together the new language and connect it to English. Finally, I could begin to understand — and be understood.

I needed that language bridge!

So, what exactly is “translanguaging?”

Translanguaging is not simply translation. It’s a pedagogical approach that suggests that language learners benefit significantly when they can use their first language skills to learn, think, and express themselves along their path to language fluency—even while English remains the primary language of instruction.

According to many years of research, using the first language is actually not an obstacle to acquiring a second language —  instead, it is one of the most powerful tools learners have to acquire a new language.

Contrary to the misconception that reliance on the home language hinders development, studies consistently show that literacy skills developed in the primary language transfer to the second language (August et al., 2005; August & Shanahan, 2006; Cummins, 2015).

In other words, the concept of “translanguaging”— whereby learners are allowed to use their first language skills to acquire and learn in a second language (such as English) — can actually accelerate proficiency in the second language.

At StoryWorld, we embrace this concept fully. On our platform, multilingual learners can instantly switch languages on any text to support comprehension and access the translation in context. We find that this empowers students to transition more rapidly from their home language to English, learn according to their own pace, and grow language skills in a more engaging and effective way.

Here’s what the research says about translanguaging:

1. Literacy Skills Transfer Across Languages

One of the strongest arguments for using the primary language as a bridge to the second language is “cross-linguistic transfer”—the idea that skills acquired in the home language can be applied to the new one. Research has shown that phonemic awareness, reading comprehension strategies, and writing skills developed in one language often support the learning of another. For example, if a student knows how to identify the main idea in Spanish, they can use the same skill when reading in English (Riches & Genesee, 2006; Silverman, 2007).

2. First Language Scaffolds Support Comprehension and Reduce Cognitive Overload

To learn new content in English, multilingual students need to grapple with new vocabulary, grammatical structures, cultural references, and new materials—all at once. Translanguaging reduces this cognitive overload, allowing learners to focus more on content rather than decoding every word from scratch (Fillmore, 1991; García, 2009).

3. Translanguaging Supports Higher Academic Achievement

Because it takes time to master a new language (between 5–7 years for academic mastery), allowing multilingual learners to use all their language resources helps them understand complex content more easily.

Research further suggests that when translanguaging is implemented in classroom instruction, it improves overall academic performance over time, particularly among multilingual learners (Palmer et al., 2020).

4. Students show Increased Engagement and Confidence

When students are allowed to rely on their home language, they feel more validated and competent. This increases their willingness to take risks in learning the second language (Bell & Bogan, 2013; Woodall, 2002).

Studies have shown that students who receive first-language support experience lower anxiety and are more likely to engage in meaningful interactions in the new language.

5. Strengthens Cultural Connections

Allowing students to use their first language in the learning process helps them retain their cultural heritage while acquiring new linguistic skills (García, 2009).

A few practical suggestions for teachers:
  • Use bilingual texts and translations – Providing first-language translations at the start enables students to comprehend texts more quickly and reinforce meaning.
  • Incorporate audio scaffolds – Platforms that include audio support enable learners to hear both languages, strengthening skills in both.
  • Allow use of home-language for writing and speaking tasks – Especially early on, encourage students to brainstorm in their home language before expressing ideas in the target language.
  • Highlight cross-linguistic connections – Teach similarities between languages (e.g., shared root words or grammar structures) to deepen understanding.
  • Gradually reduce first-language support – As learners gain confidence, lessen their reliance on home-language scaffolds to encourage independence.

So how did things turn out for me? I never gained total fluency — but I was able to teach children English by using their first language as a bridge.

That accomplishment was its own reward.

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

My son “translanguaging” with his teacher at school in China.

References:

August et al., 2005; August & Shanahan, 2006; Bell & Bogan, 2013; Cook, 2001; Cummins, 2001; Cummins, 2015; Fillmore, 1991; García, 2009; García & Wei, 2014; Palmer et al., 2020; Riches & Genesee, 2006; Seltzer & García, 2020; Silverman, 2007; Thomas & Collier, 2002; Ulanoff & Pucci, 1999; Woodall, 2002

The Learning Power of Stories

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The Learning Power of Stories

When I taught English to young language learners overseas, I taught the usual words: colors, numbers, basic vocabulary, and common phrases. But, despite my valiant efforts, I struggled to keep their attention.    

Then I discovered the power of stories!

One day, I grabbed a book to read aloud and everything changed.  Suddenly, the words “big” “and “small” came alive with meaning. Almost immediately the entire class was excited.  Every eye was on the story, and every mind was fully focused.

This wasn’t the way the school was used to teaching English! At first, I had some pushback. But it worked. Over time, the faculty saw how the children were more engaged, how they began to speak more fluently. By the end of the year, the parents were delighted.

Now neuroscience is revealing just how powerful stories really are. It turns out stories actually shape the way our brains work. They affect how we learn, what we remember, and even how we feel toward each other.

How stories shape our brains

Stories light up our brain in ways that facts and figures don’t. According to brain science, when we dive into a story, we don’t just process the words — we imagine the sounds, sights, and movements. So, it’s not just the language center of our brain that gets involved when we listen or read a story. Brain scans show that stories also engage different parts of our brains that handle movement, emotions, and even our senses. 

The mental “movie” created by stories actually helps students focus better, remember details more clearly, and understand concepts more deeply. Stories build those important learning skills like growing vocabulary and recall. And, when stories are paired with visuals — such as illustrations or diagrams — they are even more impactful. 

In short, stories make learning stick.

Why stories make learning a language easier

Learning a new language can be hard — unless it’s wrapped in a story! Stories give language learners real-life context for new words and grammar, making it easier to understand and remember them more naturally. According to researchers, exposure to narratives enhances language fluency, vocabulary acquisition, recall, and even concentration (Farrell & Nessel, 1982; Maguire, 1985; Wright & Dunsmuir, 2019).

Stories also promote deeper engagement. When learners care about the story, they naturally want to know what the words mean — and that motivation boosts learning (Immordino-Yang & Damasio, 2007).

Stories also build empathy

Beyond their cognitive benefits, stories also teach feelings. Neuroscientific studies suggest that compelling stories actually activate brain regions associated with the ability to understand and predict the thoughts and feelings of others (Mar, 2011). 

That suggests that when students step into a different character’s world, they learn to understand things from another perspective and this builds empathy, emotional intelligence, and even helps students make sense of their own lives. 

So, whether it’s reading a fairy tale or sharing a personal memory, stories can help students deal with their own challenges, understand relationships, and grow as people.

Why stories matter

The amazing power of stories lies in their remarkable ability to engage, inspire and teach all at once. From enhancing cognitive ability and language acquisition to fostering emotional intelligence, stories are one of the most powerful learning tools we have as educators. 

Through StoryWorld we work to capture the learning power of stories by combining compelling, meaningful narratives with visuals and follow-up activities to reinforce skills development and strengthen recall. 

As research continues to affirm their impact, educators can use the transformative impact of stories to help to build both the “brains and hearts” of our students at the same time, enriching both their personal lives and academic future.

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

My first class of language learners at Soong Ching Ling Kindergarten, Shanghai China, 2005

References:

Boulenger & Nazir, 2010; Carney & Levin, 2002; Farrell & Nessel, 1982; González, Barros-Loscertales, Pulvermüller, Meseguer, Sanjuán, Belloch & Ávila, 2006; Immordino-Yang & Damasio, 2007; Maguire, 1985; Mar, 2011; Wright & Dunsmuir, (2019).

Can Science of Reading help multilingual learners?

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Can Science of Reading help multilingual learners?

Absolutely!

As teacher of English language learners, and a parent of a multilingual learner, I’ve seen first-hand the benefits of Science of Reading (SoR) principles — as well as the perils of missing out.

It’s why I started StoryWorld!

My son, who grew up in Shanghai China, did not learn phonics in school and was falling behind in English.  When we returned to the U.S. mid-way through his 3rd grade, his teacher told me: “Well, his Chinese is great, but he can’t read.”  

So, he was moved back to 2nd grade, but he had clearly missed the basics.  He could not even get through a 1st-grade level book.  It took every creative approach and resource I could find to help him. He had to catch up, and we had to do it quickly.

What was the secret? Stories!  What was the glue? Phonics!

After much trial and error, it worked.  Stories became the hook with phonics carefully woven in. Eventually, I decided to put everything that worked into StoryWorld.  Through the program, I share all the activities and resources that I’ve found to make a difference: engage through compelling stories, focus on core literacy skills, include all modalities, grow crucial vocabulary, and secure a strong foundation in decoding with as much practice as possible. 

I’m happy to say he caught up, and can now speak, read, and write fluently in two languages.

I can personally attest to how effective these core Science of Reading principles are, especially when applied in concert. I’ve seen the immense benefits for multilingual learners including my son. And, if it helped him, I believe they will help others as well.

So, how does a teacher incorporate Science of Reading principles for MLLs?

First, Science of Reading is not phonics, nor is it a “program.” SoR is an evidence-based framework that recognizes that reading is a multilayered process that encompasses five key literacy principles: phonological awareness, phonics, fluency, vocabulary, and comprehension. 

The task of teaching all these processes is not easy, especially to multilingual students who have many diverse linguistic challenges. But to succeed, we must apply our best.  MLLs need to navigate the complexities of converting new sounds into new words, decode those words from symbols (sometimes having to learn an entirely new alphabetic system), and at the same time comprehend what is being communicated. 

To break down the process, here is how each of the five key Science of Reading principles can be applied to MLLs and help them read English more quickly:

Step 1: Phonological Awareness

By first deconstructing the sounds of words into recognizable phonemes educators provide MLLs (along with all students) with a solid foundation for learning how to decode words, a crucial step toward reading proficiency. For these students, being able to listen to the sounds of individual letters is extremely helpful. This process is also crucial for students who are not familiar with the alphabetic system. 

Step 2: Phonics Instruction

Explicit and systematic phonics instruction is also critical for MLLs, and especially for those who struggle with the phonetic intricacies of the English language. By teaching the basic word-sound relationship, educators provide MLLs with a coherent approach to decoding written words.  For these students, being able to listen to individual words in a sentence — and in context — is very useful.  But an over-emphasis on phonics at the expense of basic English language practice, can quickly reach a point of diminishing returns.  Which leads to the importance of vocabulary…. 

Step 3: Vocabulary Development 

Vocabulary development is critical for all learners — and especially MLLs! The Science of Reading recognizes the importance of vocabulary development including practice in word meaning, usage, and especially high-frequency words. By incorporating relevant, content-specific vocabulary activities into lessons, educators can support MLLs in expanding their linguistic skills and comprehension, thereby creating a stronger foundation for reading as well as verbal and written expression.

Step 4: Fluency Building

Fluency means being able to read aloud a text accurately and with meaning. I’ve worked with many English learners (both native-English speakers and MLLs) who can read aloud fluently but have limited knowledge of what they actually read!  MLLs can especially benefit if they understand generally what they are reading in advance of having to read the text in order to reduce the cognitive load required to decode.  

MLLs should be expected to practice more than their native English peers through repeated oral reading of texts to demonstrate both oral fluency and meaning.  (Native English speakers also benefit by this practice!) Using read-aloud texts narrated by native-English speakers to model oral fluency, can further help fluency especially at the early stages of literacy development.

Step 5: Comprehension Strategies:

Ultimately reading is about comprehension. For MLLs, comprehension is the last important hurdle, especially as vocabulary becomes more complex. Because MLLs are often shy about expressing themselves verbally, their lack of oral fluency can slow down English proficiency. However, targeted practice like retelling a story, answering open-ended answers that require use of a broader lexicon (e.g., depth of knowledge or inference questions), not only reinforces language recall, it significantly improves the ability of MLLs to develop more confidence in language usage as their English proficiency grows.

Multilingual learners face distinct challenges, particularly in mastering the intricacies of language acquisition.  However, with practice in all modalities (listening, speaking, writing, as well as reading) combined with tenacity and our encouragement, they will succeed!

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

Cynthia and son in front of a statue that was based on the same tale as the StoryWorld book Four Friends.

References:

Linklater, et al., 2009, Yeung & Ganotice, 2014; Shanahan & Beck, 2008; Chiappe, Siegel, & Wade-Woolley, 2002; Shanahan, 2019; Hakuta et al., 2015; Townsend et al., 2012; Geva, et al., 1997; Geva & Yaghoub-Zadeh, 2006, Wolf & Katzir-Cohen, 2001; Farnia & Geva, 2011; IES/NCEE, 2022.