Fluency isn’t just reading quickly. Comprehension isn’t just getting the “right” answers.

For multilingual learners, these skills are layered, interconnected, and shaped by more than just English-language proficiency.

Dr. Sabine Little’s Rivers of multilingual reading research shows that literacy in multiple languages develops in different ways and at different speeds. For instance, a student might read fluently in one language while still building decoding skills in another, or they may comprehend complex ideas in English but read them more comfortably in their home language.

When schools approach fluency and comprehension with this understanding, reading support becomes far more effective (and also far more engaging for learners).

Fluency Is More Than Just Speed

What is it?

Research tells us that fluency is a crucial ""bridge" connecting accurate decoding with comprehension. It’s about pacing, accuracy, automaticity and intonation, all of which make meaning easier to grasp and maintain across a text.

Why your multilingual learners may need targeted support with fluency:

• Sound–symbol relationships in English often differ from a learner’s home language.
• Without explicit modelling, students may read mechanically, making it harder to follow meaning.
• English text patterns (including irregular spellings) can disrupt reading flow, even for skilled readers in other languages.

Research insight:

Dr. Little highlights the value of children’s reading choices. Reading in a familiar language isn’t “avoiding English”; it strengthens core fluency skills such as phrasing and expression, which can then transfer into English reading.

Here’s how I’d do this in my class:

I’d begin the week with a prosody warm-up — projecting a short audio clip of an engaging text, such as a poem or excerpt from a play, and having students echo-read it, focusing on rhythm and intonation. Then, I’d offer students to compare the same text in both English and a home language, encouraging them to notice where expression naturally changes.

Other classroom strategies include:

• Paired multilingual reading: students read the same text in English and in their home language, discussing meaning after each section.
• Cross-language echo reading: reading a short section in English, then in the home language, then back to English.
• Diverse text types: plays, poetry, news articles, and song lyrics to keep fluency practice varied and authentic.

Comprehension Goes Beyond the Literal

What is it?

Comprehension means understanding text on multiple levels:

• Literal - recalling information directly stated.
• Inferential - connecting clues to form meaning.
• Evaluative - analysing, questioning, and critiquing content.

Why multilingual learners benefit from specific scaffolding here:

• Limited cultural background knowledge related to English language texts can make inferences harder to make.
• Unfamiliar vocabulary can block access to secure meaning.
• A lack of representation in texts can reduce engagement and connection.

Research insight:

Dr. Little’s work emphasises diversifying reading materials to reflect learners’ languages and cultures. Heritage language books, discussed at home, can activate prior knowledge that directly supports comprehension in English.

Here’s how I’d do this in my class:

Before reading, I’d create a schema warm-up — a quick 5-minute discussion or image exploration of the topic to connect with what students already know in any language. During reading, I’d use a comprehension jigsaw so groups tackle different parts of the text, then share their findings. Finally, I’d adapt the Rivers of Reading approach by asking students to map all the books they’ve read recently — in any language — and reflect on how those stories connect.

Other classroom strategies:

• Pre-teach context: introduce cultural references or themes before reading.
• Visual literacy mapping: chart reading experiences in all languages to reveal patterns and gaps.
• Multilingual discussion prompts: process ideas in the strongest language before working in English.

The Practical Challenges for Schools Here

Even with the right research and strategies, leaders and teachers can face real challenges with this:

• Finding multilingual books - especially when dozens of home languages are represented and the school is based internationally where tracking these books down and getting them delivered to school in a timely manner may be difficult and/or costly.
• Engaging parents - some are unsure how to help if they’re not confident in English, or worry that reading in the home language will “hold back” English.
• Teacher expertise - starting points with reading pedagogy vary. In secondary, subject teachers may have had no formal training in teaching reading but are still expected to support struggling readers.
• Knowing students as readers - this is difficult to achieve when curriculum demands move at speed, class sizes are large, and the focus is often on covering content and assessment targets.

These challenges can make it hard for teachers to give reading the depth of attention it needs and the solution isn’t about adding more to what teachers are already doing but about creating a shared, school-wide approach where every teacher is supported with the tools, time, and training to embed reading development into daily practice.

From Classroom Tips to Whole-School Strategy

Addressing these challenges (especially getting to know students as readers in busy, fast-paced classrooms) requires more than isolated interventions. It needs a cohesive literacy culture that runs through curriculum design, teaching practice, and family engagement.

When fluency and comprehension are embedded into a whole-school multilingual literacy plan, three elements work in tandem:

• Curriculum design weaves in multilingual and culturally representative texts, so every learner can see their own language and experiences alongside new perspectives.
• Ongoing teacher CPD equips all staff, from English specialists to subject teachers, with the skills and confidence to develop bi-literacy through their everyday lessons.
• Active family engagement positions home languages as a vital part of literacy growth, with parents supported to read, discuss, and explore texts in any language.

Together, these strands make it possible for teachers to recognise and respond to students’ reading identities, even within the realities of large classes and demanding timetables. This enables us to use existing time more intentionally through shared strategies and priorities.

Looking for Support with This? Language Led Literacy Could Help

Creating a consistent, school-wide approach to fluency and comprehension is entirely possible, but it’s far easier when the groundwork is already mapped out for you. That’s where our Language Led Literacy CPD comes in.

It’s designed for schools that want to:

• Ground their multilingual reading strategy in research.
• Equip staff with practical strategies to support KS2 and KS3 multilingual readers, without adding unrealistic demands.
• Track real progress in fluency, comprehension, and learner confidence over time.

If you’d like to explore these ideas in more depth — and see exactly how they can work in your school — join our free webinar

Sign up here for a free Language Led Literacy introduction.

Final Word

Fluency and comprehension for multilingual learners can’t be reduced to reading speeds or end-of-unit test scores. They grow when schools create the conditions for meaningful practice, when students see their languages valued in the classroom, and when teachers have the tools and time to notice who their students are as readers.

With the right vision, practical strategies, and a joined-up approach, every school can make multilingual reading a visible strength across subjects and year groups.

If you’re ready to make this a reality in your school, let’s start the conversation.

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Get in touch: anna@ealinclusive.com