Structured Literacy

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Structured literacy is the new term being used for the scientific reading instruction that works for students with dyslexia and reading difficulties. You will also see the term Orton-Gillingham based instruction. The definition of what works has not changed--just the name.

The name becomes important when you want to clarify the elements and principles of effective teaching.  You may know that many schools use the term balanced literacy. This is not the same at all.  

In balanced literacy, there is a reliance on the whole word reading method with phonics added in. Structured literacy works step-by-step to build brain pathways and bring reading success to every child.  A child who reads efficiently by decoding is a child who can learn and comprehend.


Elements 

STRUCTURED LITERACY is explicit and step-by-step.  It begins with phonological awareness, an awareness that words are made of sounds and those sounds can be manipulated. It continues with an emphasis on sound-to-symbol relationships (letter patterns, phonics). Systematic teaching always includes both decoding for reading and encoding for spelling, as well as spelling rules/generalizations. Also important is instruction on the syllable types, meaningful chunks of words called morphemes, how a sentence is constructed (syntax), and, of course, meaning and vocabulary (semantics).  Finally, intensity matters.  It takes two sessions of 50-60 minutes per week, to build brain pathways and make lasting progress.

Effectiveness
Simply put, the right kind of teaching builds brain pathways so that a student can read and spell effectively.  No more guessing.  Structured Literacy is the key to effective, efficient reading. 

But success also depends on fidelity to the method/approach.  Small groups, for example, reduce the intensity for each student.  Less time will not work at all, or will reduce progress.  Choose wisely where you put your $$ or what you accept from a school. 

Principles 

Multisensory: This teaching uses all the pathways in the brain to strengthen memory and learning: 
Visual, Auditory, Kinesthetic, Tactile.  

Systematic & Cumulative:  Instruction begins at the most basic level needed and progresses systematically to more difficult material while continuing to review learned material.

Explicit & Intentional: Each concept is taught with interactive and dynamic instruction between teacher and student. Students are not treated as vessels to fill but are taught higher-order thinking skills through the use of questioning and guided practice.

Individualized: Assessment is an ongoing, embedded part of instruction. Fluency and mastery of concepts for spelling and reading are assessed routinely. Teaching decisions, planning, and spiral review are guided by assessments.

Intense: It takes a minimum of two 50-60 minute sessions per week to build brain pathways and make lasting progress.  To close the gap more quickly, Dr. Sally Shaywitz, a leading dyslexia researcher and expert recommends 60-90 minutes per day.

Effective Teaching Changes the Brain
This stock image is similar to the one provided by Dr. Sally Shaywitz in her book, Overcoming Dyslexia.  She was one of the primary researchers for the pivotal NIH functional MRI study released in 1998.  

Where this drawing indicates "Normal,"  that means a typical brain development with all language pathways intact.

Dyslexia is a different brain development where the language pathways are not all there.  With the right kind of tutoring, your student can create those pathways.

Watch Dyslexia Expert Susan Barton:
Which Intervention Programs Work & What Intervention Does Not Work 

Research-Based Answers for Dyslexia Intervention & Remediation