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: [8]
Phonology: the study of sounds in a particular language[9], and Phonemic awareness (the ability to recognize, segment, blend, and manipulate sounds)[10]
Syllables: a single unit of speech, in English usually containing a vowel (e.g., The word reading has two syllables, "read" and "ing".)[13][14]
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".) [15][16][17][18]
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.[24]
There is general agreement that SL is beneficial for all early literacy learners, especially those with reading disabilities such as dyslexia.[30] 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).[31] 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.[32][33]
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.[34][35]
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.[36][37]
A Child Learning to Read, Paul Delaroche (1797–1856)
Often student-directed (e.g., independent learning, students choose reading material, etc.)[40]
Lessons relate to comprehension of books or literature themes.[40]
Corrective feedback: students are asked "does that make sense", and are told to check the cues (e.g., pictures, first letter, etc.)[40]
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[39]
Taught as needed via mini-lessons, or not at all[39]
↑Georgiou, George; Kushnir, Greg (2025). Better together, Blending the Science of Reading and Professional Learning Communities at Work® (A comprehensive guide to effective reading instruction). pp.143–148. ISBN1958590754.
↑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. S2CID149516059.
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