In this keynote, Alexandra addresses the fundamental challenges and confirmed inaccuracies of the narrative story known as, the science of reading, when working with dual language and emergent bilingual students. What decades of research and diverse branches of science have confirmed, is that dual language and emergent bilingual students become literate and biliterate in ways that are fundamentally different than monolingual, English-speaking students. So, what has research revealed about the science of the bilingual and biliterate reading that’s been excluded from the reading wars?