Structured literacy

'''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: {{refn|Sources:<ref name="What is SL">{{Cite web|url=https://dyslexiaida.org/what-is-structured-literacy/|title=What Is Structured Literacy, International Dyslexia Association, Pikesville, MD, USA|date=2016}}</ref><ref>{{cite web|url=https://www.readingrockets.org/sites/default/files/guide/IDA-Structured-Literacy-Brief.pdf|title=Structured Literacy, An Introductory Guide, International Dyslexia Association, Pikesville, MD, USA|year=2019}}</ref><ref>{{cite web|url=https://www.readingrockets.org/topics/about-reading/articles/structured-literacy-instruction-basics|title=Structured Literacy Instruction: The Basics, Reading rockets}}</ref><ref>{{cite web|url=https://www.dpi.nc.gov/documents/ec/structured-literacy-brief/download?attachment|title=EDUCATOR TRAINING INITIATIVES BRIEF Structured Literacy, an Introductory Guide|year=2019|last=Spear-Swerling|first= Louise}}</ref><ref>{{cite web|url=https://www.education.ky.gov/curriculum/EarlyLiteracy/Pages/structured_literacy.aspx|title=What is Structured Literacy, Kentucky Department of Education|date=September 10, 2025}}</ref><ref>{{cite web|url=https://files.eric.ed.gov/fulltext/EJ1286919.pdf|title=Structured Literacy Supports All Learners: Students At-Risk of Literacy Acquisition – Dyslexia and English Learners|author=Jennifer S. Ray|ISSN=2374-0590}}</ref><ref>{{cite web|url=https://dyslexiacanada.org/about-dyslexia/understanding-reading/effective-reading-instruction|title=Effective reading instruction: structured literacy, Dyslexia Canada}}</ref>}}

'''Phonology''': the study of sounds in a particular language<ref>{{cite web|url=https://dictionary.cambridge.org/dictionary/english/phonology?q=Phonology|title= Phonology, Cambridge Dictionary}}</ref>, and Phonemic awareness (the ability to recognize, segment, blend, and manipulate sounds)<ref>{{cite web |url=http://www.nichd.nih.gov/publications/nrp/findings.cfm |title=Findings and Determinations of the National Reading Panel by Topic Areas |work=NICHD |url-status=dead |archive-url=https://web.archive.org/web/20080705194256/http://www.nichd.nih.gov/publications/nrp/findings.cfm |archive-date=2008-07-05 }}</ref>

'''Sound-symbol association''' (also Phonics): using the Alphabetic principle to connect sounds (phonemes) to letters (graphemes)<ref>{{cite web|url=https://dyslexiaida.org/effective-reading-instruction/|title=Effective Reading Instruction, International Dyslexia Association}}</ref><ref>{{cite web|url=https://www.literacyworldwide.org/blog/literacy-now/2020/11/20/teaching-and-testing-the-alphabetic-principle-in-kindergarten|title=Teaching and Testing the Alphabetic Principle in Kindergarten, International Literacy Association}}</ref>

'''Syllables''': a single unit of speech, in English usually containing a vowel (e.g., The word ''reading'' has two syllables, "read" and "ing".)<ref>{{cite web|url=https://dictionary.cambridge.org/dictionary/english/syllable?q=Syllables|title= Syllable, Cambridge Dictionary}}</ref><ref>{{cite web|url=https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-meeting-challenges-early-literacy-phonics-instruction.pdf|title=Meeting the Challenges of Early Literacy Phonics Instruction, International Literacy Association|year=2019}}</ref>

'''Morphology''': the study of the form of words and phrases, including morphemes, the smallest unit of meaning in a language (e.g., The word ''unbreakable'' has three morphemes, "un", "break", and "able".) <ref>{{cite web|url=https://dictionary.cambridge.org/dictionary/english/morphology|title= Morphology, Cambridge Dictionary}}</ref><ref>{{cite web|url=https://www.aft.org/sites/default/files/moats.pdf|title=Teaching Reading Is Rocket Science|year=2020|author=Louisa C. Moats}}</ref><ref>{{cite web|url=https://dyslexiaida.org/morphological-awareness-one-piece-of-the-literacy-pie/|title=Morphological Awareness: One Piece of the Literacy Pie, International Dyslexia Association}}</ref><ref>{{cite book|title=Better together, Blending the Science of Reading and Professional Learning Communities at Work® (A comprehensive guide to effective reading instruction)|pp=143-148|last1=Georgiou|first1=George|last2=Kushnir|first2=Greg|year=2025|isbn=1958590754}}</ref>

'''Syntax''': the grammatical arrangement of words in a sentence<ref>{{cite web|url=https://dictionary.cambridge.org/dictionary/english/syntax?q=Syntax|title=Syntax, Cambridge Dictionary}}</ref><ref>{{cite web|url=https://www.merriam-webster.com/dictionary/syntax|title=Syntax, Merriam Webster Dictionary}}</ref><ref>{{cite web|url=https://educationendowmentfoundation.org.uk/reading-house/grammar-and-syntax|title=Grammar and syntax, Education Endowment Foundation}}</ref><ref>{{cite web|url=https://onlit.org/wp-content/uploads/2023/08/Syntax-Somewhere-between-Words-and-Text-by-Nancy-Chapel-Eberhardt.pdf|title=Syntax: Somewhere between Words and Text, Perspectives on Language and Literacy|author=Nancy Chapel Eberhardt|year=2013}}</ref>

'''Semantics''': the study of meaning in language<ref>{{cite web|url=https://dictionary.cambridge.org/dictionary/english/semantics?q=Semantics|title= Semantics, Cambridge Dictionary}}</ref>

SL is taught using the following principles:<ref name="What is SL"/>

'''Systematic''': begin with the basic and easiest concepts and elements, and progress to the more difficult and complex

'''Cumulative''': each step builds on a previous step

'''Explicit''': direct teaching and continuous teacher-student interaction

'''Multisensory''': using different senses (e.g., visual, auditory, kinesthetic, and tactile) to enhance attention and memory

'''Diagnostic''': using informal and formal assessments to individualize instruction

The International Dyslexia Association provides a detailed outline of its Key Performance Standards of its ''Knowledge and Practice Standards for Teachers of Reading''.<ref>{{cite web|url=https://app.box.com/s/21gdk2k1p3bnagdfz1xy0v98j5ytl1wk|title=Knowledge and Practice Standards for Teachers of Reading|year=2018}}</ref>

There is general agreement that SL is beneficial for all ''early literacy learners'', especially those with reading disabilities such as dyslexia.{{refn|Sources:<ref name="What is SL"/><ref>{{cite journal|title=Structured Literacy and Typical Literacy Practices|author= Louise Spear-Swerling|date=2018-01-23|doi=10.1177/0040059917750160|s2cid=149516059 |journal=Council for Exceptional Children, Arlington, VA, USA|volume=51|issue=3}}</ref><ref>{{Cite web|url=https://files.eric.ed.gov/fulltext/ED405673.pdf|title=The Use of a Structured Literacy Program to Facilitate the Inclusion of Marginal and Special Education Students into Regular Classes|publisher= School of Education Macquarie University|location= Sydney, NSW, Australia|author1=Center, Yola |author2=Freeman, Louela|date=1996}}</ref><ref>{{cite web|url=https://ies.ed.gov/learn/blog/partner-spotlight-putting-science-reading-practice|title=Partner spotlight: Putting the science of reading into practice|author=Heidi Turchan|date=March 28, 2023}}</ref><ref>{{cite web|url=https://www.cde.state.co.us/cdesped/dyslexia-structuredliteracy|title=Colorado dyslexia handbook, Structured literacy}}</ref><ref>{{cite web|url=https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-language/context/considerations-program-planning|title=Instructional Approaches in Language, Department of education, Ontario Canada|year=2023}}</ref>}} 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).<ref> {{cite web|url=https://www.seidenbergreading.net/blog/on-structured-literacy-in-the-science-of-reading|title=On Structured Literacy in the Science of Reading|date=October 24, 2025|author=Mark Seidenberg}}</ref> On the other hand, others worry that this approach could prompt educators "to abandon research-tested practices that are only just now securing a foothold in districts". And, still others suggest that one solution to differentiated instruction might be to utilize the "walk to read" approach.<ref>{{cite web|url=https://www.edweek.org/teaching-learning/phonics-is-crucial-but-how-much-is-too-much/2026/03|title=Phonics Is Crucial. But How Much Is Too Much, edweek|date=March 11, 2026|author=Sarah Schwartz}}</ref><ref>{{cite web|url=https://www.readingrockets.org/blogs/right-to-read/differentiation-done-right-how-walk-read-works|title=Differentiation Done Right: How “Walk to Read” Works, Reading Rockets|date=October 14, 2022|author=Margaret Goldberg}}</ref>

Another example of using a ''structured approach'' to teach reading is the foundational-skills curriculum, UFLI Foundations, developed by researchers at the University of Florida Literacy Institute. Using this program, kindergarten and 1st-grade students progressed much faster in reading skills than students receiving business-as-usual instruction.<ref>{{cite web|url=https://ufli.education.ufl.edu/foundations/|title=What is UFLI Foundations, University of Florida Literacy Institute}}</ref><ref>{{cite web|url=https://www.edweek.org/teaching-learning/researchers-created-a-phonics-program-with-dramatic-results-how-it-works/2025/01|title=Researchers Created a Phonics Program With 'Dramatic' Results. How It Works, Education Week|date=January 17, 2025|author=Sarah Schwartz |work=Education Week }}</ref>

Dr. Jamie Metsala, co-author of the Right to Read inquiry report, believes that Structured Literacy may have an important impact on how literacy will be taught in Canada. In 2025-2026, schools in the provinces of Ontario, Nova Scotia, Alberta, and New Brunswick had plans to implement structured literacy. However, they may face many obstacles, including reluctant school boards and ministries of education, inadequate assessment tools, overlap with previous ineffective curricula, and a lack of training, support, and resources for teachers.<ref>{{cite news|url=https://macleans.ca/the-year-ahead/how-structured-literacy-will-upend-canadian-education/|title=How Structured Literacy Will Upend Canadian Education, McLean's.|date=December 6, 2024|author=Jamie Metsala}}</ref><ref>{{cite web|url=https://www.msvu.ca/academics/faculty-of-education/faculty-profiles/dr-jamie-metsala/|title=Dr Jamie Metsala, MSVU}}</ref> thumb|upright=1.20|A Child Learning to Read, Paul Delaroche (1797–1856)

==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:<ref name="What is SL"/>

{| class="wikitable sortable" ! class="unsortable" |Feature ! class="unsortable" |Structured literacy ! class="unsortable" |Balanced literacy |- |Basis |Science of reading<ref name="Four things">{{Cite web|url=https://hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/|title=Four things you need to know about the new reading wars, Jill Barshay, The Hechinger Report, #2|date=30 March 2020}}</ref> |Whole language<ref name="Four things"/>

|- |Areas covered |Phonology, phonemic awareness, sound-symbol association (phonics), syllables, morphology, syntax, and semantics<ref name="compare"/> |Learn from exposure, reading, instruction, and support in multiple environments<ref name="compare"/>

|- |Teaching method |Direct, explicit, systematic, cumulative, and multisensory<ref name="compare">{{cite web|url=https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/Literacy/Literacy%20Live!%20Leaders/balanced_literacy_v_structured_literacy_slide_deck.pdf|title=Structured Literacy vs Balanced Literacy, Mississippi Department of Education|date=April 14, 2021|last1= Gibson|first1=Kenny|last2=Hall|first2=Julie Anne|last3=Angrum|first3=Cartessia}}</ref> Mostly teacher-led (e.g., The teacher leads the students through decoding activities.)<ref name="Speech to print">{{cite book|title=Speech to print, language essentials for teachers|page=255|year=2020|author=Louisa Cook Moats|isbn=9781681253305}}</ref>

Lessons involve phonics and word reading, from easier to more difficult<ref name="Speech to print"/>

Corrective feedback: students are asked to "sound-out" the word<ref name="Speech to print"/>

|Implicit, constructivist, and less structured<ref>{{cite web|url=https://irrc.education.uiowa.edu/blog/2019/04/explanation-structured-literacy-and-comparison-balanced-literacy|title=An Explanation of Structured Literacy, and a Comparison to Balanced Literacy, The University of Iowa|last1=Lorimor-Easley|first1=Nina A.|last2= Reed|first2=Deborah K.|date=April 9, 2019}}</ref> Often student-directed (e.g., independent learning, students choose reading material, etc.)<ref name="Speech to print"/>

Lessons relate to comprehension of books or literature themes.<ref name="Speech to print"/>

Corrective feedback: students are asked "does that make sense", and are told to check the cues (e.g., pictures, first letter, etc.)<ref name="Speech to print"/>

|- |Phonics |Taught via the alphabetic principle, systematically, including the most frequent phonemes (sounds) and graphemes (letters), beginning with the easiest and progressing to the more complex<ref name="compare"/> |Taught as needed via mini-lessons, or not at all<ref name="compare"/>

|- |Text for reading instruction |Decodable text until grade 2<ref name="Speech to print"/> |Leveled text, but not corresponding to phonics taught<ref name="Speech to print"/>

|- |Reading |decoding and sounding out words<ref name="compare"/> |read the whole word using cues (context, word analogies, and pictures) to guess the word<ref name="compare"/>

|- |Effectiveness |a 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)<ref name="effectiveness">{{cite web|via=ResearchGate|title=Structured Literacy Compared to Balanced Literacy: A meta-analysis|url=https://www.researchgate.net/publication/387497935 |year=2024|doi=10.17605/OSF.IO/K7Y4C|last1=Hansford|first1=Nathaniel|last2=Dueker|first2=Scott|last3= Garforth|first3=Kathryn|last4= Grande|first4=Jill D.}}</ref> |a mean unweighted effect size of .21, and a weighted mean effect size of .33.<ref name ="effectiveness"/> |}

==See also== {{Portal|Education|Linguistics|Psychology}} {{div col}} * Evidence-based education * Phonics * Primary education * Reading * Reading comprehension * Reading for special needs * Right to Read inquiry report * Science of reading * Simple view of reading * Systematic phonics {{div col end}}

== References == {{reflist}}

==External links== {{Sister project links|Reading}} * [https://dyslexiaida.org International dyslexia association] * [https://www.literacyworldwide.org The International Literacy Association (ILA) official website] * [https://www.thereadingleague.org The reading league] * [https://amplify.com/science-of-reading-the-podcast/ Science of reading – the podcast] * [https://www.apa.org/pubs/journals/edu/ ''Journal of Educational Psychology''] * [https://journals.sagepub.com/home/rer ''Review of Educational Research''] * [https://www.triplesr.org/index.php Society for the Scientific Study of Reading]

Reading Category:Writing systems Category:Orthography Category:Applied linguistics Category:Psycholinguistics Category:Educational psychology