Structured Literacy refers to an approach to teaching reading and writing that draws on the accumulated evidence from high quality research. The hall marks of Structured Literacy are:
It teaches all the components of reading and writing that research has found to be most important
It uses the teaching approaches that evidence shows to be most effective. Characteristics of teaching approaches are: explicit, systematic and cumulative, diagnostic and responsive and engaging and multimodal.
Structured Literacy is consistent with the application of the Science of Reading (SOR) in the classroom but extends to other important aspects of literacy such as writing.
Structured Literacy instruction in reading aims for students’ reading comprehension and addresses the components (often referred to as the ‘Big Six’ keys to learning to read) of:
Oral language
Phonological awareness
Letter-sound knowledge (phonics)
Vocabulary
Fluency, and
Comprehension.
Structured Literacy instruction in writing aims of students’ creation of effective written texts and addresses the components of: understanding text features, sentence-level grammar, punctuation and word-level language.
Why is a structured approach to literacy important?
A structured approach to literacy ensures that all components are taught explicitly systematically and cumulatively, and that progress is monitored in a diagnostic and responsive way to ensure all children develop literacy proficiency.
Structured Literacy from the preparatory year and beyond ensures all children, particularly those most at-risk of literacy difficulties, receive the high-quality literacy instruction they need for reading, writing and academic success.
Structured Literacy from the preparation year that is explicit, systematic and cumulative, diagnostic and responsive, ensures all children are able to read, create and engage with rich, grade level and complex texts when they reach the upper primary years, and are well positioned for successful learning in secondary schooling.
Structured literacy– teaching methods
Explicit instruction
The teacher explains each concept directly and clearly, providing guided practice. The teacher provides students with time to review and practice what they have learned with guidance through to independent practice. Students are not expected to intuit language concepts simply from exposure to language and reading. Teachers provide targeted and individualised feedback in response to each student’s mistakes emphasising attention to the print and application of decoding skills.
Systematic and cumulative
The teacher teaches language concepts systematically, explains how each element fits into the whole. Instruction follows a planned scope and sequence of skills that progresses methodically from easier to the more difficult. One concept builds on another. The goal of systematic teaching is automatic and fluent application of language knowledge to reading and meaning.
Responsive and diagnostic
The teacher monitors progress through activities and classroom practice to gauge retention of concepts taught and adjusts pacing, presentation, and amount of practice given within the lesson framework. There is also continuous formal screening and assessment (for example, standardised measures). Content is mastered to a degree of automaticity which is critical to free the student’s attention and cognitive resources for comprehension and expression.
Engaging and multimodal
Listening, speaking, reading and writing are often paired with one another to foster multimodal language and learning. A range of activities are used to ensure students have the opportunity to practice the skills they are learning. Methods often include appropriately paced active learning.
