What is Dyslexia?
According to the International Dyslexia Association® (IDA), “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.”
For a more detailed description, see the IDA Dyslexia Handbook: What Every Family Should Know.
Structured Literacy is Key to Student Success
Effective reading instruction for students who struggle requires research-based solutions that keep them motivated and excited to learn. The most effective solutions are those that follow the Structured Literacy approach, which is distinctive in guiding how critical elements are taught.
Structured Literacy is the approach endorsed by the International Dyslexia Association’s Board of Directors. This direct teaching method encompasses instruction that conforms to IDA’s Knowledge and Practice Standards for Teachers of Reading.
Structured Literacy
Structured Literacy is defined by several elements and principles outlined in the Effective Reading Fact Sheet. Explicit, systematic, and cumulative instruction in the essential elements listed below is critical to ensuring student success in learning to read. This approach is not only vital for students with dyslexia, but research has found it is effective for all students.
Elements
- Phonology
- Sound-Symbol Association
- Syllable Instruction
- Morphology
- Syntax
- Semantics
Principles
- Systematic and Cumulative
- Explicit Instruction
- Diagnostic Teaching
Structured Literacy Is:
- Systematic and Cumulative. Material is organized to follow a scope and sequence that is a progression of easier to more difficult language structures and concepts. Each new step must be based on concepts previously learned.
- Explicit Instruction. Instruction should deliberately teach all concepts with continuous student-teacher interaction. It is not assumed all students will naturally develop an understanding of these concepts on their own, through exposure to text, or through incidental instruction.
- Diagnostic Teaching. The teacher must use diagnostic assessments for phonemic awareness, phonics, spelling, automatic sight word reading, and language comprehension to complete individualized instruction. Formal and informal assessments are used for screening, progress monitoring, and educational diagnostics.
Who Benefits From a Structured Literacy Approach?
- Students with dyslexia
- Students in all grades
- Students who struggle to read
- Students who are learning to read
- Students with reading challenges
Structured Literacy and the Orton-Gillingham Approach
The Orton-Gillingham approach is a structured literacy approach that specifically focuses on the relationship between sounds and letters. Named for the contributions of Samuel Orton and Anna Gillingham, this approach to reading, spelling, and writing is characterized by structured, sequential, and direct instruction. A multisensory approach is used to appeal to tactile learners, visual learners, and students with strong auditory processing skills. Many of our reading programs contain elements of the Orton-Gillingham approach.
Reading, Spelling, and Writing Support for Students With Dyslexia
Solutions from Voyager Sopris Learning
The following learning programs align with the principles of Structured Literacy. Click to learn more.
LINKS to Literacy™ is a reading intervention program for developing readers in grades K–5. Based on the science of reading, it delivers systematic, explicit instruction in the five essential components of reading. LINKS to Literacy is designed for small-group intervention, includes flexible implementation models, and follows a consistent routine with engaging themes about art, science, technology, travel, personal reflection, courage, and resilience. This solution gives students more opportunities for practice and immediate corrective feedback.
his blended program applies the Structured Literacy approach recommended by the IDA and provides explicit, systematic, and cumulative foundational reading skill instruction. The program emphasizes higher-level comprehension as students progress and develop speed, accuracy, and automaticity while reading more complex text.
The journey to literacy requires essential tools to ensure students who struggle can reach grade level. Updated Voyager Passport® is a K–5 literacy intervention that provides comprehensive, explicit, and systemic instruction in the five essential components of reading and includes language and writing—in just 30 minutes of instruction per day.
The REWARDS® suite is a powerful, research-validated program for adolescent students who struggle reading long, multisyllabic words and comprehending content-area text. With explicit, teacher-led instruction, REWARDS gives students the tools to improve fluency and comprehension to become successful readers.
Read Well has many meaningful instructional components that support a child with dyslexia or other language-based learning disabilities as well as students with processing disabilities. Read Well incorporates principles from the Orton-Gillingham approach, using multisensory techniques like songs, dances, and kinesthetic activities to help children develop vocabulary, comprehension, and fluency. The program is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible.
This research-based program is multisensory, explicit, and systematic, so students of all abilities, including those with dyslexia and English language learners, can improve their writing prowess. Step Up to Writing’s differentiated approach caters to students with varying needs, making it the optimal addition to any school curriculum.
Related Resources
Acadience® Reading provides one of the best methods of identifying students who are at risk for early reading difficulties, including dyslexia, monitoring those students to determine whether they remain at risk, and identifying students who are not making adequate progress and should be referred for further assessment.
The time has come to call the public’s attention to reading science and to dispel the misconceived beliefs and practices that are so widespread in the classrooms of private and public schools.
Students who struggle with spoken language, reading, spelling, and writing need science-based solutions and timely, explicit instruction. With the right intervention, every striving reader can conquer reading challenges and succeed in school and life.