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

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).