The science of reading (SOR) refers to the sum of what we know about how people learn to read based on empirical studies across multiple disciplines. The purpose of this review was to identify research evidence to inform the SOR for multilingual learners (MLs). We reviewed 30 systematic reviews related to reading and reading instruction for MLs conducted primarily in K-5 U.S. classrooms. Results identified four broad clusters of components related to English reading comprehension as well as instructional practices and programs effective in addressing each component. Clusters included oral language, phonological awareness, decoding and oral reading fluency, and reading comprehension. Notably, oral language and reading skills in both MLs’ first language and in English were essential components of the SOR for MLs. Implications for theory and research as well as policy, curriculum, and instruction are provided.

阅读科学（SOR）是指我们基于跨学科的实证研究所了解的人们如何学习阅读的知识总和。本次审查的目的是确定研究证据，为多语言学习者 (ML) 的 SOR 提供信息。我们回顾了 30 项与主要在美国 K-5 教室进行的 ML 阅读和阅读教学相关的系统评价。结果确定了与英语阅读理解相关的四大组成部分，以及有效解决每个组成部分的教学实践和计划。集群包括口语、语音意识、解码和口语阅读流畅性以及阅读理解。值得注意的是，ML 的第一语言和英语的口语和阅读技能是 ML 的 SOR 的重要组成部分。提供了对理论和研究以及政策、课程和教学的启示。