Dyslexia is a specific learning difficulty that primarily affects reading and writing skills. For many years, educators and researchers have sought effective ways to help students with dyslexia develop strong literacy skills. One approach that has gained widespread support is Structured Literacy. This evidence-based method provides a comprehensive, explicit, and systematic approach to reading instruction, and research shows that it is particularly beneficial for students with dyslexia.

What is Structured Literacy?

Structured Literacy refers to a teaching approach that emphasises the structure of language. It covers phonology (the sound structure of words), orthography (spelling), morphology (meaningful word parts), syntax (sentence structure), and semantics (word meanings). Unlike more traditional approaches that focus on whole-language learning, Structured Literacy teaches students the rules and patterns of language in a systematic and cumulative way.

The instruction is explicit, meaning that teachers directly explain concepts rather than leaving students to infer them. It is also systematic, following a specific sequence that builds from simpler to more complex skills, ensuring mastery at each stage. Additionally, Structured Literacy is diagnostic, meaning it uses frequent assessments to inform instruction, allowing teachers to tailor lessons to each student's unique needs.

Research Behind Structured Literacy

The effectiveness of Structured Literacy is backed by decades of research in the fields of reading science and cognitive psychology. According to the National Reading Panel (2000), explicit, systematic phonics instruction is significantly more effective, particularly for students with reading difficulties like dyslexia. This approach is confirmed in the Simple View of Reading (Gough & Tunmer, 1986), which says that reading comprehension is a product of both decoding (word recognition) and linguistic comprehension.

Further research by Dr. Louisa Moats, a leading expert in literacy education, emphasises the importance of Structured Literacy for struggling readers. In her "Teaching Reading is Rocket Science" report (2020), Moats argues that teaching reading must be based on the science of reading, which highlights phonological awareness, phonics, and word recognition as key components.

David Kilpatrick, in his work on phonemic awareness and word recognition, also supports the idea that students with dyslexia require explicit instruction in the foundational skills of reading. His research shows that interventions based on Structured Literacy principles can lead to significant improvements in reading outcomes for students with dyslexia.

How Structured Literacy Supports Students with Dyslexia

1. Focus on Phonological Awareness: Dyslexia often involves difficulties with phonological processing, making it hard for students to break down and manipulate the sounds in words. Structured Literacy directly addresses this by starting with phonological awareness and moving through a sequence of increasingly complex skills.

2. Explicit and Systematic Instruction: Students with dyslexia benefit from explicit teaching, where skills are directly explained and practiced, rather than relying on implicit learning. Structured Literacy’s systematic nature ensures that students develop a solid foundation before moving on to more challenging concepts.

3. Cumulative Learning: Each lesson in Structured Literacy builds on the last. This cumulative approach helps students with dyslexia solidify their understanding of language rules, leading to better retention and application of skills.

4. Multisensory Learning: Structured Literacy often employs multisensory techniques, engaging students through visual, auditory, and kinesthetic-tactile activities. This multi-modal engagement helps reinforce learning and provides students with multiple ways to process and retain information.

5. Individualised Instruction: Because Structured Literacy includes ongoing assessments, teachers can pinpoint specific areas where a student is struggling and adjust instruction accordingly. This personalised approach is especially beneficial for students with dyslexia, who may have gaps in their literacy skills that need targeted intervention.

When to Seek Support

Parents and educators should consider Structured Literacy for students who display signs of dyslexia, such as difficulty with letter-sound correspondence, trouble blending sounds, slow reading, or poor spelling. The earlier dyslexia is identified, the sooner interventions like Structured Literacy can be implemented, leading to more positive outcomes.

Structured Literacy is not just an effective method for teaching reading to students with dyslexia - it is a powerful tool that benefits all learners by focusing on the core building blocks of language. The approach’s emphasis on explicit, systematic instruction, combined with its diagnostic and multisensory components, makes it particularly well-suited for addressing the unique challenges of dyslexia. By embracing Structured Literacy, educators and parents can provide students with the support they need to succeed in reading and writing.

References:

1. National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

2. Moats, L. (2020). Teaching Reading Is Rocket Science.

3. Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.

4. Gough, P.B., & Tunmer, W.E. (1986). The Simple View of Reading.