The International Dyslexia Association has adopted the wording “Structured Literacy'' to describe the type of Reading program that is most successful for struggling readers. This label replaces the terminology of “Multisensory Reading Instruction'', which includes programs such as Orton-Gillingham, Lindamood Bell, Wilson Reading Program and LETRS, among many others.
Structured Literacy programs teach both oral and written language in an explicit and systematic fashion. There is evidence that Structured Literacy is beneficial to all readers.
There are several key elements to Structured Literacy Programs:
Good readers and writers decode and spell words, comprehend oral and written language and use language to communicate verbally and in writing. Syntax and Semantics instruction results in language comprehension, at the level of listening and reading, and the ability to clearly express ideas, verbally and in writing.
In classrooms using Structured Literacy, concepts are directly taught and practiced. Students are directly supervised as they practice. Students are not expected to figure out how to read or write on their own. Instruction follows a set pattern, progressing from easy to more challenging concepts. Teachers use methods designed to engage the student. Listening, speaking, reading and writing occur together. After each lesson, the teacher analyzes the student’s performance and will adjust the pace, adjust the way lessons are presented or the amount of work to support optimal learning. (Resource: Perspectives on Language and Literacy, Spring Edition 2019)
The goal of Structured Literacy is to enable all students to become proficient readers, not just the 40% who currently score at the proficient range in reading on the NAEP assessments (National Assessment of Educational Progress).
For further information on this topic, I encourage you to read, “There is a Right Way to Teach Reading, and Mississippi Knows It” by Emily Hanford.