Understanding Structured Literacy
Structured Literacy™ instruction is the umbrella term used by the International Dyslexia Association (IDA) to describe evidence-based programmes and approaches that are effective for students with dyslexia.
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Components of structured literacy
Components of structured literacy
A Structured Literacy approach explicitly teaches systematic word identification and decoding strategies, which benefit most students but are essential for those with dyslexia.
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Key features of structured literacy
Key features of structured literacy
A structured literacy approach is recommended for students with dyslexia and those who are having difficulty with decoding because it directly addresses phonological skills, decoding, and spelling.
A structured literacy approach provides:
- explicit, systematic, and sequential teaching of literacy at multiple levels – phonemes, letter–sound relationships, syllable patterns, morphemes, vocabulary, sentence structure, paragraph structure, and text structure
- cumulative practice and ongoing review
- a high level of student–teacher interaction
- the use of carefully chosen examples and non-examples
- decodable texts
- prompt, corrective feedback.
Plan a systematic approach
Plan a systematic approach
The goal of systematic teaching is the automatic and fluent application of language knowledge to read for meaning.
- Plan systematic and cumulative sequences of instruction, which progress from prerequisite skills onto more advanced skills.
- Give learners ample opportunities to apply their skills in reading texts they are capable of decoding and comprehending.
- Use student responses to adjust pacing, presentation, and amount of practice.
- Monitor progress closely through informal (observation) and formal (standardised) measures.
Source: Structured literacy: An introductory guide (opens in a new tab/window)
Provide explicit instruction
Provide explicit instruction
Explain each concept clearly. Provide guided practice. Students are not expected to discover or intuit language concepts simply from exposure to language or reading.
No captions or transcript
Hands-on, engaging, and multi-modal
Hands-on, engaging, and multi-modal
Pair listening, speaking, reading, and writing with one another to foster multi-modal language learning.
Include hands-on learning such as:
- moving tiles into sound boxes as words are analysed
- using hand gestures to support memory for associations
- building words with letter tiles
- assembling sentences with words on cards
- colour coding sentences in paragraphs.
Useful resources
Useful resources
Structured literacy: An introductory guide
Read time: 5 min
A comprehensive and easy-to-read explanation of this research-based instructional approach.
Publisher: International Dyslexia Association
Structured literacy: Effective instruction for students with dyslexia and related reading difficulties
A short explanation of structured literacy.
Publisher: International Dyslexia Association
Explicit instruction: What you need to know
Read time: 10 min
An explanation of how explicit instruction teaches skills or concepts using direct, structured instruction, modelling how to start and succeed on a task and giving ample time to practise – includes practical advice.
Publisher: Understood
Next steps
More suggestions for implementing the strategy “Understanding dyslexia and literacy acquisition”:
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Current page Structured Literacy
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
- Structured Literacy
- Learning the code
- The simple view of reading
- Building fluency
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
