Structured Literacy

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Why it works

Structured literacy is an approach to teaching reading, rooted in the science of reading and the Orton-Gillingham tradition, defined by explicit, systematic, cumulative instruction in phonology, decoding, spelling, and more, often using multisensory techniques. Research shows it is effective for all students and essential for those with dyslexia and reading difficulties. Its hallmarks, explicitness, a logical sequence, cumulative review, and diagnostic teaching, distinguish it from incidental or unsystematic approaches.

The research: Research on structured literacy and the Orton-Gillingham approach.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: make reading instruction structured

Teachers leave having made one reading element explicit, systematic, and cumulative.

Look at how you teach a reading element (phonics, spelling, decoding).
Make it explicit and systematic, a clear sequence with cumulative review.
Add multisensory techniques where helpful.
Plan to teach diagnostically, responding to what students need.

Explicit, systematic, cumulativeStructured literacy teaches reading directly, in a logical sequence, with review and multisensory support. It helps everyone and is essential for struggling readers.

Facilitator notes

Teach explicitly and systematically, in a logical cumulative sequence.
Use multisensory techniques, and teach diagnostically.
It is good first teaching, not only intervention.

Incidental, unsystematic reading instruction fails strugglersHoping students pick up reading, or teaching skills in a random order, fails many, especially those with dyslexia. Teach explicitly, systematically, and cumulatively.

Adapt it

Elementary: explicit, systematic foundational skills, multisensory.
Secondary: structured intervention for strugglers.
All settings: explicit, systematic, cumulative, diagnostic.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Structured Literacy: explicit and systematic

Science-aligned: explicit, systematic, cumulative, diagnostic, and often multisensory reading instruction.

How I teach a reading element now:
How I make it explicit and systematic:
The cumulative sequence and review:
The multisensory techniques I will add:
How I teach diagnostically:

Make it stick

Explicit and systematic:

Teach explicitly and systematically.
Use a cumulative sequence.
Bring a structured-literacy lesson that worked to the next PLC.

Common questions

What makes instruction structured literacy?

It is explicit (directly taught, not discovered), systematic and cumulative (a logical sequence, building and reviewing), diagnostic (responsive to data), and often multisensory. These principles define it.

Is structured literacy only for students with dyslexia?

It is essential for them, but research shows explicit, systematic instruction benefits all students learning to read. It is good first teaching, not only intervention.

What's multisensory about it?

Engaging multiple senses (seeing, hearing, saying, moving) to reinforce letter-sound and spelling learning, which can strengthen memory, especially for struggling readers.