Students who are multilingual and have a reading disorder such as dyslexia face a complex set of challenges that require thoughtful, informed instruction. They are simultaneously developing proficiency in multiple languages while grappling with difficulties in phonological processing, decoding, and spelling—skills essential for literacy in any language. These overlapping demands can sometimes mask or mimic one another, making accurate identification and support more challenging. Educators must use assessment practices that honor linguistic diversity and provide structured, explicit, and systematic literacy instruction grounded in the Science of Reading to ensure these students build strong reading foundations across all their languages.
With this in mind, we extend our heartfelt thanks to Dr. Elsa Cárdenas-Hagan for serving as this week's guest lecturer in our Foundations of Dyslexia course—one of the signature experiences in Manhattanville University’s The Rose Institute for Learning and Literacy’s groundbreaking, New York State–approved Advanced Certificate in Dyslexia and the Science of Reading. Dr. Cárdenas-Hagan is an internationally recognized bilingual speech-language pathologist and certified dyslexia specialist whose pioneering research and practice have transformed how educators understand and support multilingual learners with reading difficulties. Her work has illuminated a critical truth: these students are often under-studied, under-identified, and under-served—their challenges too easily misattributed to language acquisition rather than recognized as true learning differences. Through her leadership and scholarship, including her book Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction, Dr. Cárdenas-Hagan continues to shape the national conversation about how to deliver equitable, evidence-based literacy instruction that honors students’ linguistic and cultural identities.
Her lecture this week deepened our collective understanding of how structured literacy and the Science of Reading can be applied in culturally and linguistically responsive ways—ensuring that every child has the opportunity to experience the joy and confidence that come from learning to read. At the Rose Institute’s Dyslexia Advanced Certificate Program, we believe literacy is a lifeline. We are proud to prepare educators who combine scientific knowledge with cultural responsiveness to reach every learner.
Learn more about our Advanced Certificate: https://www.mville.edu/programs/certificate-dyslexia-rose-institute.php or email me at [email protected]
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