Inclusive reading practice evaluation for multilingual learners
Supporting multilingual learners to become confident readers with EAL reading provision begins with recognising multilingualism as a strength. Pupils’ home languages are a vital part of their reading development and effective classroom practice should build on these linguistic resources.
The inclusive reading practice evaluation, developed in collaboration with Anna Leaman, Director of EAL Inclusive, is an interactive self-evaluation tool designed to help schools review how effectively their reading provision supports EAL (English as an Additional Language) and multilingual learners.
Grounded in research on second language acquisition and reading development, the tool draws on established frameworks including Gough and Tunmer’s simple view of reading and Scarborough’s reading rope
It helps schools consider how decoding, language development and comprehension interact for pupils learning to read in an additional language.
Evaluate and strengthen inclusive reading practice
This interactive PDF enables EAL leaders, literacy leads and school leaders to reflect on reading provision across five key areas of inclusive practice. Using the tool, schools can:
- Review how effectively reading teaching supports multilingual learners.
- Identify strengths and areas for improvement.
- Align reading practice with evidence-informed approaches.
- Support professional discussion and staff development.
- Drive meaningful improvement across school reading provision.
Designed to support reflection, improvement and professional learning, this resource helps schools strengthen inclusive reading practice and improve outcomes for multilingual learners.
Download the inclusive reading practice evaluation to review and develop reading practice in your school.
