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Linguistic Patterns in Dual‐Language Books: Strategies to Shape Meaning‐Making for Multilingual Readers.

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Title: Linguistic Patterns in Dual‐Language Books: Strategies to Shape Meaning‐Making for Multilingual Readers.
Authors: Holcomb, Elisa M., Jerasa, Sarah, Hutchison, Laveria
Source: Reading Teacher. Jan/Feb2026, Vol. 79 Issue 4, p1-8. 8p.
Subjects: Multilingualism, Phoneme (Linguistics), Graphemics, Children's books, Monolingualism
Abstract: Multilingual readers use strategies other than phoneme‐grapheme and word patterns to pronounce and comprehend sight words presented in popular children's books. Using the Contemporary Children's High‐Frequency Words (CCHFW) list, which represents culturally and linguistically diverse and inclusive words, this article provides resources and translanguaging instructional strategies to support language transfer in a contextual setting and high‐frequency word instruction for multilingual and monolingual learners' reading development. Using excerpts from four children's texts written by Latinx authors, this article demonstrates decoding practices through the support of four linguistic patterns (borrowed language, cognates, transfer of sounds, and directly incorporated words). Summary: What is the importance of non‐linguistic clues in assisting young readers to comprehend different types of text sources?What is the role of dual language representation in texts in assisting multilingual students to acquire literacy skills?How should the five pillars of reading be introduced and used with the instruction of young emergent bilingual readers?What decoding strategies do readers need when they encounter high‐frequency words from another language, such as Spanish, for accurate meaning‐making? [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Linguistic Patterns in Dual‐Language Books: Strategies to Shape Meaning‐Making for Multilingual Readers.
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  Data: <searchLink fieldCode="AR" term="%22Holcomb%2C+Elisa+M%2E%22">Holcomb, Elisa M.</searchLink><br /><searchLink fieldCode="AR" term="%22Jerasa%2C+Sarah%22">Jerasa, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Hutchison%2C+Laveria%22">Hutchison, Laveria</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Jan/Feb2026, Vol. 79 Issue 4, p1-8. 8p.
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  Data: <searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+%28Linguistics%29%22">Phoneme (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Graphemics%22">Graphemics</searchLink><br /><searchLink fieldCode="DE" term="%22Children's+books%22">Children's books</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Multilingual readers use strategies other than phoneme‐grapheme and word patterns to pronounce and comprehend sight words presented in popular children's books. Using the Contemporary Children's High‐Frequency Words (CCHFW) list, which represents culturally and linguistically diverse and inclusive words, this article provides resources and translanguaging instructional strategies to support language transfer in a contextual setting and high‐frequency word instruction for multilingual and monolingual learners' reading development. Using excerpts from four children's texts written by Latinx authors, this article demonstrates decoding practices through the support of four linguistic patterns (borrowed language, cognates, transfer of sounds, and directly incorporated words). Summary: What is the importance of non‐linguistic clues in assisting young readers to comprehend different types of text sources?What is the role of dual language representation in texts in assisting multilingual students to acquire literacy skills?How should the five pillars of reading be introduced and used with the instruction of young emergent bilingual readers?What decoding strategies do readers need when they encounter high‐frequency words from another language, such as Spanish, for accurate meaning‐making? [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/trtr.70035
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Phoneme (Linguistics)
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      – SubjectFull: Graphemics
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      – SubjectFull: Children's books
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      – TitleFull: Linguistic Patterns in Dual‐Language Books: Strategies to Shape Meaning‐Making for Multilingual Readers.
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              Text: Jan/Feb2026
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              Y: 2026
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