The International Dyslexia Association defines Structured Literacy as the most effective approach for students who have difficulties with reading or spelling. This approach is often paired with the term Orton-Gillingham, and both are instructional models that stand in direct contrast with many of the popular methods that are used in schools today.
Most reading disorders and dyslexia originate with language processing weaknesses in the content of instruction to focus on the analysis and production of language at all levels: sounds, spelling for sounds and syllables, patterns and conventions of the writing system, meaningful parts of words, sentences, paragraphs, and discourse within longer texts.
PA:understanding that a phoneme is the smallest unit of speech and, if changed can create a different words mist, mast, must, and most.
Sound/Letter-connecting speech sound to print: Pattern of print, short vowel markers.
Morphology: sounds have meaning in English jogged, passed /t/ and /d/ have meaning.
Syntax: ordering words in a sentence to communicate meaning.
Semantics: is the aspect of language concerned with meaning.Single words convey meaning, phrases, and sentences.
Evidence is strong that most students learn to read better with structured teaching of basic language skills and that the components and methods of Structured Literacy are critical for students with reading disabilities, including dyslexia.
Explicit - Directly teaching and practicing skills with our students, creating opportunities for engagement through Socratic reasoning methods so students own their learning
Systematic and Cumulative - Skills are taught in a sequence with specific processes from the basic to the most complex
Multisensory or multi-modal - Instruction engages visual, auditory, kinesthetic, and tactile methods to increase engagement and learning retention
Diagnostic and Prescriptive - should not be a cookie-cutter curriculum your child pushes through.
Lessons should be based on your child’s specific learning profile and based on progress monitoring data.
Reviewed and updated October 28, 2026.
Structured literacy is an approach to teaching language skills explicitly and systematically. It makes the structure of spoken and written language clear rather than expecting a learner to discover it through exposure alone.
What does instruction address?
Depending on the learner’s needs, instruction addresses speech sounds, sound–letter relationships, spelling patterns, meaningful word parts, sentences, and meaning. The International Dyslexia Association explains these components in its structured literacy overview.
What should the approach feel like in a lesson?
Explicit: the teacher explains and models the skill.
Systematic: instruction follows a deliberate sequence.
Cumulative: new learning connects with previous skills.
Responsive: the teacher uses the student’s work to guide instruction.
Ask to see a concrete example
For instance, ask the teacher to show a current target, the type of practice the child completes, and an example of applying the skill to a new word or sentence.
A program name or a list of activities does not explain the whole plan. Ask how the instructor selects the starting point, responds to errors, and decides when to move on.
Where does Orton-Gillingham fit?
Families often encounter the terms together. When discussing an Orton-Gillingham approach, ask the same practical questions about training, assessment, instructional sequence, and progress. Clear explanations are more useful than labels alone.
What can parents ask?
Why is this the right starting point for my child?
Which skills are we working toward?
What should practice at home look like?
How and when will we review progress?
Find a useful next step
Explore resources for families or book a free consultation to talk through your child’s reading, spelling, and writing needs.