An extensive meta-analysis by The National Reading Panel Report (National Institute of Child Health and Human Development, 2000) identified the five essential components of effective reading instruction as phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. 

Although the approach to implementing these five components may vary, the most reliable and crucial methods—systematic and explicit instruction—are consistent with evidence-based practice. 

So, what does that mean?

Systematic instruction: progression of skill and concepts are taught sequentially from simple to complex

Explicit instruction: concepts and skills are directly stated and modeled throughout the lesson 

What does this look like?

Structured literacy is an umbrella term that encompasses what we know about effective reading instruction and provides a clear progression for how it is implemented. According to the International Dyslexia Association, “Structured Literacy is characterized by the provision of systematic, explicit instruction that integrates listening, speaking, reading, and writing and emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse" (2021, p. 6).

The Fundamentals of Structured Literacy

Note: Structured literacy integrates literacy skill areas from phonemic to passage level through explicit and systematic instruction and deliberate teacher feedback (International Dyslexia Association, 2021, p. 6).

Instructional Implications Connected to Evidence-Based Practice

Phoneme Level: A recent meta-analysis (Erbeli et al., 2024), focused on kindergarten and first grade students, reinforces the importance of phonemic awareness (PA) skills such as segmenting and blending. For optimal results, shifting to PA, which includes graphemes, yields the best results. Phonemes and phonemic awareness skills should begin with the most transparent and simple concepts.

Word Level: “Although differences exist, the hallmark of systematic phonics programs is that they delineate a planned, sequential set of phonic elements, and they teach these elements explicitly and systematically" (NICHD, 2000, p. 12). Based on the concepts taught at the phoneme level, students should now progress to decoding and encoding words containing these concepts. Targeted feedback on sound-symbol correspondence is necessary to ensure limited reliance on visual memory and emphasize orthography. For students working at the morpheme level, this progression would lead them to decode and encode multisyllabic words, including the explicitly taught morpheme. 

Sentence Level: “Reading research strongly supports fluent reading as necessary for adequate reading achievement across the K-12 continuum. A fluent reader is more likely to benefit from both the vocabulary acquisition that occurs through reading and the growth in global knowledge that is one of the foundations of reading comprehension" (Paige, 2020, p.9). Much research has proven that reading comprehension is closely linked to reading fluency. Thus, instruction at the sentence level is essential for students to hear modeled fluency and practice at the sentence level while receiving targeted, corrective feedback. Explicit instruction should also include vocabulary and syntax, such as the function of words and sentence structure through decoding and dictation. The ultimate goal of sentence fluency is accuracy and automaticity so that access to comprehension is available. 

Paragraph/Passage Level: The goal of the structured literacy approach is to support students through the progression of skills that make up the five essential components of reading. Multiple opportunities to practice instructional concepts comprehensively leads to reading proficiency at the paragraph and passage level. This involves all prior tasks and gives students frequent opportunities to have meaningful interactions with language, access higher-level skills such as inferential thinking, and build a solid understanding of the structure and meaning of print. 

Questions Answered 

Q: How can one systematically deliver structured literacy when so many students read at different levels? 

A: A strong MTSS (Multi-Tiered System of Supports) supports inclusive practice at all tiers of instruction. The “what” of effective reading instruction remains the same; however, as students fluidly move through tiers, the “how” may be through differentiation and small group instruction, including Tier 1 instruction.

Q: Does structured literacy support my English Language Learners? 

A: Yes. Structured literacy is not exclusive to language. Language is the foundation of reading, and language is impacted by culture. English Language Learners bring a wealth of strengths into a classroom from their native language and culture. Educators do not need to speak a child’s first language; however, they must provide inclusive practice in effective reading instruction that includes cross linguistic and cross-cultural features. Thus, understanding the sound system in the student’s native language and English is key and emphasizes that bilingualism is a strength. 

Q: There are so many curriculums and scope and sequences out there. How do you know which one is best? 

A: According to the International Dyslexia Association, “There is not an empirical basis for identifying one particular structured literacy program or method as more effective than all others or as more effective for all children with a specific type of difficulty such as poor decoding, comprehension difficulties, dyslexia, or language disabilities” (2021, p. 10).

The most important considerations are the instructional principles of the structured literacy approach.  So, when reviewing a program or scope and sequence, be mindful to ask the following questions:

• Does this approach include highly explicit instructional time for all elements of literacy? 
• Does the sequence progress from simple (prerequisite) to complex (high-level literacy skills)? 
• Are there multiple opportunities for application and targeted feedback? 
• Are the texts decodable so students can apply concepts?

Resources

For more information on structured literacy, visit

International Dyslexia Association, https://dyslexiaida.org/

The Center for Effective Reading Instruction, https://effectivereading.org/

References

Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching (pp. 1-22). New York: Guilford Press.

Erbeli, F., Rice, R., Xu, Y., Bishop, M., & Goodrich, J. (2024). A meta-analysis on the optimal cumulative dosage of early phonemic awareness instruction. Scientific Studies of Reading, 1-26. http://10.1080/10888438.2024.2309386.

Learning Policy Associates (2024). A closer look at the five essential components of effective reading instruction: A review of scientifically based reading research for teachers. Retrieved from: https://eric.ed.gov/?id=ED512569  

Paige, D. (2020). Reading fluency: A brief history, the importance of supporting processes, and the role of assessment. Retrieved from: https://eric.ed.gov/?id=ED607625

Guest writer: MaryKate DeSantis, EdM, CAS

MaryKate DeSantis, EdM, CAS, is a clinical researcher in the Speech Language (SAiL) Literacy Lab at the MGH Institute of Health Professions and an adjunct professor at Boston College, Lynch School of Education and Human Development. Prior to joining MGH, MaryKate was a practitioner for Boston Public Schools and served in a variety of roles, including special education teacher, reading and inclusion specialist, and district wide literacy coach.