Structured literacy is a research-backed, systematic approach to teaching reading and writing. It involves direct and explicit instruction on the sound structure of language, including phonemes, graphemes, syllable types, morphemes, and text structures. The instruction is both comprehensive and diagnostic, adapting to the needs of all learners, including those with dyslexia. The aim is to ensure students not only read and spell words but also understand their meanings and structures. This approach guides students through a logically ordered learning path, balancing guided practice with independent skill application, ensuring a cumulative and reinforced understanding over time.
Highlights
Structured literacy is an evidence-based approach to reading that works for all students, especially those with dyslexia. 📖
It involves teaching the sound structure of language explicitly, including phonemes, graphemes, and syllables. 🎵
Students learn the letters, their sounds, and the spelling rules in a structured manner. ✍️
Morphemes and text comprehension are integral parts of the learning process, enhancing vocabulary and understanding. 📘
Instruction is adaptive and diagnostic to meet student needs and promote reading proficiency. 🚀
Key Takeaways
Structured literacy is a systematic, explicit, and diagnostic approach to teaching reading and writing. 📚
It is effective for all students, including those with dyslexia, and adapts to the needs of each learner. 🧠
Incorporates sound-symbol correspondence, syllables, morphemes, and comprehension in an integrated manner. 🎯
Builds reading proficiency by teaching language structure and meaning directly and explicitly. ✔️
Instruction progresses from simple to complex and regular to irregular concepts, ensuring a thorough understanding. 🔍
Overview
Structured literacy is a powerhouse when it comes to reading instruction! Designed to be systematic and research-backed, this approach teaches students about the intricate sound structure of language – from phonemes to graphemes and beyond! 🌟 It's perfect for all students, including those who find reading challenging, like kids with dyslexia. Direct and explicit instruction takes center stage, helping students navigate through sounds, letters, and meanings efficiently.
In this approach, students dive deep into understanding how sounds correlate with letters (hello, sound-symbol correspondence!), explore various syllable patterns, and get hands-on with morphemes for those vocabulary boosts! 🤓 Plus, it's not just about decoding words; text comprehension is a big deal too! Instruction doesn’t leave any stone unturned as it builds from simple to complex concepts, ensuring comprehensive mastery. And yes, the instruction is repetitive – but in the best way possible, reinforcing what’s already been learned over time.
Diagnostic in nature, structured literacy means teachers are on the ball, continually monitoring student progress to tailor their teaching strategies effectively. 🧐 With a firm goal to make students proficient readers who not only read words but also connect them with meaning, structured literacy is the gold standard for reading instruction. Whether in a general class or for specialized instruction, it paves a clear path for students to achieve reading success. 🎓
Chapters
00:00 - 00:30: Introduction to Structured Literacy The chapter titled 'Introduction to Structured Literacy' begins by posing the question of what is the most effective approach to reading instruction. The chapter answers this question by introducing 'structured literacy' as the solution. This concept is explained as a systematic approach to teaching reading and writing, aiming to ensure that all children develop into independent, proficient readers.
00:30 - 05:00: Components of Structured Literacy The chapter focuses on the essential components of structured literacy, which is grounded in years of educational research. It highlights the fact that structured literacy involves directly and explicitly teaching students the mechanics of written language. The chapter emphasizes that the foundational aspect of structured literacy is instructing students on the sounds within words, how these sounds interact, and how they collectively convey meaning.
05:00 - 10:00: Instructional Methods in Structured Literacy The chapter discusses instructional methods in structured literacy, beginning with the transition from sounds, or phonemes, to the teaching of letter or letters that correspond to those sounds, known as sound-symbol correspondence. An example provided is the sound /k/ which can be represented by the letters C, K, and CK. The chapter emphasizes the importance of understanding sound-symbol patterns within the English language and transitions to the teaching of syllable types.
10:00 - 15:00: Application and Effectiveness of Structured Literacy The chapter focuses on the significance of teaching short vowels to children, highlighting their presence in the most common syllable type: closed syllables. It emphasizes the importance of understanding the pattern where a consonant follows the vowel, which provides a clue to the vowel sound. It also underscores the value of teaching sound-symbol correspondence and phoneme-grapheme correspondence in structured literacy.
An Overview of Structured Literacy Transcription
00:00 - 00:30 [MUSIC] As we strive to
ensure that all children develop into independent,
proficient readers, people ask
a very straightforward question: What is the most effective
approach to reading instruction? The answer is
structured literacy. But what is structured literacy? >> Structured literacy
is a systematic approach to the teaching
of reading and writing.
00:30 - 01:00 It is based in
years of research, and it directly and explicitly teaches students how to work
with written language. >> Well, that makes sense
and raises another question: What do we teach when we adopt
a structured literacy approach? The components of
structured literacy are many. We begin by teaching students
about sounds — how the sounds work within
words to combine — [rather] to convey — meaning.
01:00 - 01:30 We move from sounds, phonemes,
to the teaching of the letter or letters that can be mapped
onto those sounds, sound-symbol correspondence. For example, think about
the sound /k/. What letter or letters
can be used? C, K, but also CK. So we have to be thinking about the patterns
that are represented within our English language. We can move from sound-symbol
correspondence then to the teaching of
syllable types.
01:30 - 02:00 Think a bit about why we
teach our children short vowels. Wow! We find those
in the most common syllable type a closed syllable. That pattern the consonant
following the vowel is a clue to the vowel sound. I think that it's important to remember that when we teach
sound-symbol correspondence phoneme-grapheme correspondence,
and syllable types,
02:00 - 02:30 we're teaching that
not only for the reading of words, but
also for the spelling of words. We also have to be cognizant
of the morphemes that we find within words morphemes,
of course, are meaning units. We immediately ask
our students to read base words, and then we add endings,
inflectional endings like ED, S, ING, and then we move to
more advanced morphemes. We do this not only for the reading
of words, but also to unlock
the meaning of words.
02:30 - 03:00 >> As we just heard, when adopting
a structured literacy approach, we explicitly teach children
the sound structure of language. We also teach the children
letter knowledge, the names of the letters,
their formations and the sounds that correspond
to each of the letters. Children are taught the different types of syllables
to help them learn what sounds the vowels
in a word will make. We directly teach spelling,
and we teach children about the meaning units
within words - morphemes. We also must ensure
that children are provided with instruction
03:00 - 03:30 to aid them in comprehending
both oral and written language. It is not enough
just to teach children the word structure
of a language. We also directly teach them
about text structure and how to understand
the meanings of a text. >> It's important for our
students to not only be able to read words,
but to make meaning. And so as a part of
structured literacy, we address the meaning of words. Vocabulary. We talk with our students
about sentences and how sentences are constructed both for reading
and for writing.
03:30 - 04:00 We also think about the overall
meaning of paragraphs. The text itself. So structured literacy really
encompasses all of the elements that are necessary for a student
to become a proficient reader. >> When we adopt
a structured literacy approach, we teach children language. We teach word structure
to support reading, spelling, and the meanings of words. We also teach
the structure of text and how to understand
both oral and written language.
04:00 - 04:30 This, of course, raises
the question as to what instructional methods do we use to teach these
aspects of language. We teach children
the structure of language in an explicit
and direct manner. So let's consider
effective methods for teaching that are used in a
structured literacy approach. Structured literacy includes all of the principles
of effective instruction. Instruction is explicit. That is, it is teacher-directed.
04:30 - 05:00 The teacher demonstrates
or explains skills and concepts and then provides opportunity
for students to practice both guided practice
with feedback, corrective feedback,
as well as independent practice. That practice is often
accomplished for word identification with materials
that provide the additional repetition that's necessary
for the mastery of the skill or concept
that's just been taught. Decodable texts
are a good example of this.
05:00 - 05:30 An important
aspect of structured literacy is that it
is in fact systematic. When we teach our students
how to read words, we introduce skills and concepts
in a logical order, beginning
with what easiest to move into, what's more complex, what's most
regular to move into? What is irregular? In other words,
laying down the prerequisites that are necessary
for word identification. Comprehension instruction is
also systematic and strategic.
05:30 - 06:00 It is scaffolded sufficiently
so that students can master the concepts and skills necessary
to make meaning of the text. A third characteristic
of structured literacy instruction is that it
is cumulative in nature. That is, those skills and concepts
that have been previously taught are consistently reinforced
and practiced over time. We build on what has come before
as we introduce new concepts and skills.
06:00 - 06:30 Structured literacy
is diagnostic in nature. That means that the teacher, in working with his
or her students, whether in small or large
groups, is consistently and constantly monitoring
the progress of their students so that they can intervene
appropriately, so that their students
can achieve automaticity and mastery of skill and concept >> Structured literacy requires
specific approach to instruction
06:30 - 07:00 a teacher must provide
explicit and direct instruction. There must be opportunities
for guided practice. And once a student is ready,
students should have opportunities
for independent practice. When adopting
a structured literacy approach. Instruction is systematic
and follows a logical sequence. The instruction builds
in a cumulative fashion and opportunities to practice
previously taught concepts are provided over time. The instruction is also provided
in a diagnostic manner. Information
about a student's understanding
07:00 - 07:30 and mastery of concepts
and skills is used to inform how a teacher plans instruction
in a thoughtful manner. To help a child to secure
their understanding and skills. So in which educational settings
can structure literacy be used? And for which
students is it appropriate? >> Structured literacy is effective
as a core reading program. It's also extremely effective
for students who are at risk for multiple reasons, as well as
the student with dyslexia.
07:30 - 08:00 The principle difference
would be in the delivery of instruction. Those students who are at risk
or the student with dyslexia would require
more intensive instruction. >> Structured literacy addresses
the needs of all students and can be delivered
in an intensive and sustained manner
to meet the needs of those children who struggle with reading,
including those with dyslexia. So as we consider
how we move forward, we are left with the ultimate question:
what do we do?
08:00 - 08:30 >> So often in classrooms, teachers are asking themselves
what else can they do so that their students can
achieve reading proficiency? We have the answer: implement
structured literacy. [MUSIC]