Many children learn to read from exposure and guesswork. Children with dyslexia usually cannot. They need to be taught how the writing system works, clearly and in order. That approach is called structured literacy, and it is the best-supported way to teach reading to children with dyslexia and others who struggle with literacy.
What it is
The International Dyslexia Association says structured literacy approaches are more successful than many typical literacy practices for children with dyslexia and other literacy difficulties. They teach literacy in a highly explicit and systematic way, covering the foundations (sound awareness, decoding and spelling), the higher-level skills (reading comprehension and written expression) and the oral language skills that support them. A 2017 article in Teaching Exceptional Children compares structured literacy with typical practices and explains why the difference matters.
The key ideas
- Explicit. You teach each skill directly, and you do not expect children to discover it.
- Systematic and cumulative. You teach in small steps, from simple to complex, and each new step builds on what is secure.
- Multi-sensory. Children see, say, hear and touch or write the sounds and words, so that learning is reinforced.
- Diagnostic. You watch closely which steps a child has and has not mastered, and adjust the next lesson.
- Plenty of practice. Children practise a skill until it is automatic, before moving on.
The parts of literacy to cover
- Phonemic awareness: hearing and playing with the sounds in spoken words.
- Phonics and decoding: linking letters to sounds, and blending them to read words.
- Spelling: using sound and pattern knowledge, and learning exceptions.
- Fluency: reading connected text accurately and smoothly.
- Vocabulary and comprehension: understanding what is read.
- Written expression: putting ideas into sentences and paragraphs.
A sample lesson
This is an illustration of how a lesson can flow. Adjust it for the age, the language and the child.
- Review. Quick practice of sounds and patterns already taught.
- Sound awareness. Oral games, such as splitting a word into its sounds, without letters.
- New pattern. Teach one new letter-sound or spelling pattern, with a clear example and multi-sensory practice, such as tracing it while saying it.
- Read words. Blend and read words that use the new pattern, then mix in older ones.
- Spell by dictation. Dictate words and a short sentence, and give immediate feedback.
- Connected text. Read a short passage that uses the patterns taught, then talk about its meaning.
Where it fits
- Tiered support. Tier 1 is quality whole-class teaching using structured, multi-sensory methods. Tier 2 is small-group support for children who need more. Tier 3 is intensive individual help for children who still struggle.
- Accommodations. Extra time, audio support and other adjustments help a child access learning, but they are not a substitute for teaching reading. See supporting a child with dyslexia at school.
- The IEP. Write measurable goals for specific literacy skills, and check progress regularly. See how to write measurable IEP goals.
- Other languages. The same principles apply in the languages you teach, but each writing system has its own patterns. See dyslexia and learning several languages.
Getting training
Structured literacy takes training and practice. Ask your school for professional development, and for support from a special educator or reading specialist.
Sources
- Council for Exceptional Children, Teaching Exceptional Children, Structured Literacy and Typical Literacy Practices (2017), via Reading Rockets.
- International Dyslexia Association, dyslexiaida.org.
- Education Bureau, Hong Kong, Support measures for specific learning difficulties (tiered support, multi-sensory teaching).
- Understood, Classroom accommodations for dyslexia.
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.