Structured literacy

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Structured literacy (SL), according to the International Dyslexia Association (which coined the term), is the systematic teaching of reading that focuses on the following elements: [7]

Contents

SL is taught using the following principles: [1]

The International Dyslexia Association provides a detailed outline of its Key Performance Standards of its Knowledge and Practice Standards for Teachers of Reading. [8]

There is general agreement that SL is beneficial for all early literacy learners, especially those with reading disabilities such as dyslexia. [14] However, according to professor Mark Seidenberg, while SL is necessary for students with special needs (e.g., to overcome dyslexia), it may not be required for the general student population beyond the early literacy years. He suggests that teachers strike a balance between implicit instruction and explicit instruction, with explicit instruction for all students at the start, followed by implicit instruction for all students except dyslexics (who continue to receive explicit instruction as required). [15]

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Reading by candlelight

Structured literacy vs. Balanced literacy

SL has many of the elements of systematic phonics and few of the elements of balanced literacy. The following is an explanation of how Structured literacy is different from Balanced literacy: [1]

FeatureStructured literacyBalanced literacy
Basis Science of reading [16] Whole language [16]
Areas coveredPhonology, phonemic awareness, sound-symbol association (phonics), syllables, morphology, syntax, and semantics [17] Learn from exposure, reading, instruction, and support in multiple environments [17]
Teaching methodDirect, explicit, systematic, cumulative, and multisensory [17]

Mostly teacher-led (e.g., The teacher leads the students through decoding activities.) [18]

Lessons involve phonics and word reading, from easier to more difficult [18]

Corrective feedback: students are asked to "sound-out" the word [18]

Implicit, constructivist, and less structured [19]

Often student-directed (e.g., independent learning, students choose reading material, etc.) [18]

Lessons relate to comprehension of books or literature themes. [18]

Corrective feedback: students are asked "does that make sense", and are told to check the cues (e.g., pictures, first letter, etc.) [18]

PhonicsTaught via the alphabetic principle, systematically, including the most frequent phonemes (sounds) and graphemes (letters), beginning with the easiest and progressing to the more complex [17] Taught as needed via mini-lessons, or not at all [17]
Text for reading instructionDecodable text until grade 2 [18] Leveled text, but not corresponding to phonics taught [18]
Readingdecoding and sounding out words [17] read the whole word using cues (context, word analogies, and pictures) to guess the word [17]
Effectivenessa mean unweighted effect size of .47, and a fixed weighted mean effect size of .44.

Structured literacy approaches "tend to yield larger positive effects on student learning compared to balanced literacy approaches". (meta-analysis 2024) [20]

a mean unweighted effect size of .21, and a weighted mean effect size of .33. [20]

See also

References

  1. 1 2 3 4 "What Is Structured Literacy, International Dyslexia Association, Pikesville, MD, USA". 2016.
  2. ↑ "Structured Literacy, An Introductory Guide, International Dyslexia Association, Pikesville, MD, USA" (PDF). 2019.
  3. ↑ "Structured Literacy Instruction: The Basics, Reading rockets".
  4. ↑ Spear-Swerling, Louise (2019). "EDUCATOR TRAINING INITIATIVES BRIEF Structured Literacy, an Introductory Guide".
  5. ↑ "What is Structured Literacy, Kentucky Department of Education". September 10, 2025.
  6. ↑ Jennifer S. Ray. "Structured Literacy Supports All Learners: Students At-Risk of Literacy Acquisition – Dyslexia and English Learners" (PDF). ISSN   2374-0590.
  7. ↑ Sources: [1] [2] [3] [4] [5] [6]
  8. ↑ "Knowledge and Practice Standards for Teachers of Reading". 2018.
  9. ↑ Louise Spear-Swerling (2018-01-23). "Structured Literacy and Typical Literacy Practices". Council for Exceptional Children, Arlington, VA, USA. 51 (3). doi:10.1177/0040059917750160. S2CID   149516059.
  10. ↑ Center, Yola; Freeman, Louela (1996). "The Use of a Structured Literacy Program to Facilitate the Inclusion of Marginal and Special Education Students into Regular Classes" (PDF). Sydney, NSW, Australia: School of Education Macquarie University.
  11. ↑ Heidi Turchan (March 28, 2023). "Partner spotlight: Putting the science of reading into practice".
  12. ↑ "Colorado dyslexia handbook, Structured literacy".
  13. ↑ "Instructional Approaches in Language, Department of education, Ontario Canada". 2023.
  14. ↑ Sources: [1] [9] [10] [11] [12] [13]
  15. ↑ Mark Seidenberg (October 24, 2025). "On Structured Literacy in the Science of Reading".
  16. 1 2 "Four things you need to know about the new reading wars, Jill Barshay, The Hechinger Report, #2". 30 March 2020.
  17. 1 2 3 4 5 6 7 Gibson, Kenny; Hall, Julie Anne; Angrum, Cartessia (April 14, 2021). "Structured Literacy vs Balanced Literacy, Mississippi Department of Education" (PDF).
  18. 1 2 3 4 5 6 7 8 Louisa Cook Moats (2020). Speech to print, language essentials for teachers. p. 255. ISBN   9781681253305.
  19. ↑ Lorimor-Easley, Nina A.; Reed, Deborah K. (April 9, 2019). "An Explanation of Structured Literacy, and a Comparison to Balanced Literacy, The University of Iowa".
  20. 1 2 Hansford, Nathaniel; Dueker, Scott; Garforth, Kathryn; Grande, Jill D. (2024). "Structured Literacy Compared to Balanced Literacy: A meta-analysis". doi:10.17605/OSF.IO/K7Y4C – via ResearchGate.
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