Structured literacy is a powerful approach to teaching reading and writing grounded in decades of scientific research. How powerful? Researchers have estimated that educators using evidence-based practices can improve reading outcomes for up to 95% of students.
So why isn’t structured literacy in every classroom?
Having worked with school districts nationwide on adopting structured literacy, I see many of the same challenges arise, but none larger than the mindset shift needed to advance structured literacy in our classrooms.
Many educators and administrators today still use outdated methods like “whole language” or “balanced literacy.” These approaches aren’t grounded in current and confirmed research, which includes large-scale studies with outcomes that are generalizable to the larger, diverse population.
Using these approaches, which deemphasize the importance of explicit and systematic instruction across the many aspects of literacy instruction, has contributed to unintended barriers to all students achieving grade-level standards.
Structured literacy: Effective instruction for all
Structured literacy is a comprehensive, integrated approach to reading and writing instruction that directly and systematically builds on and develops oral language while explicitly teaching the structure of written language.
A misconception is that it is only beneficial to use during Tier 2 or 3 interventions, e.g., for students with reading difficulties and dyslexia. But all students, regardless of their reading proficiency, benefit from structured literacy.
A common graphic that can help many connect with the components of structured literacy is Hollis Scarborough’s Reading Rope, a visual metaphor for reading that highlights the intricate interplay between word recognition and language comprehension.
As these two strands become more intertwined through targeted instruction, skilled, fluent reading occurs. To further develop a structured literacy model, the International Dyslexia Association recently published an infomap that defines the who, what, how and why of structured literacy.
How do educators commit to the method?
To successfully adopt structured literacy, educators need to be equipped with the necessary tools and knowledge, including:
1. Initial professional development: Educators need professional learning that develops a deep understanding of the research on how children learn to read and write.
This initial learning should include opportunities for educators to see models of instruction and to actively engage with, discuss and practice the ideas and instructional practices presented to support transfer to practice in the classroom. Administrators also need time to learn about the research to have a working knowledge of how children learn to read and write.
2. Training in the specific curriculum: In addition to professional learning that helps teachers understand reading and writing development, teachers also need thorough training in their specific research-based reading curriculum to ensure effective implementation, as each curriculum has unique instructional routines and practices, and design elements.
As noted above, the opportunity to observe lesson models, engage in collegial conversations and collaborative practice of instructional strategies found in the reading curriculum, lead to stronger implementation of the curriculum. As part of this training, helping teachers understand the instructional design of the curriculum is essential, as teachers often receive limited guidance and support on how and why lessons are structured the way they are.
Without this understanding, teachers might inadvertently omit or modify key components, leading to inconsistent and ineffective implementation of the instructional practices that are embedded in the curriculum. All teachers at a school must receive consistent training and fully commit to teaching the curriculum “as designed” or “with integrity” to ensure instructional coherence within and across grade levels.
3. Coaching and implementation support: Teachers benefit greatly from having an instructional coach to model lessons, co-teach, observe instruction and provide affirming and constructive feedback. Without coaching, teachers often revert to familiar practices.
Consistent coaching provides the necessary reminders, encouragement and feedback teachers need to integrate new approaches successfully. Coaching and implementation support are supported by research originally conducted by Joyce and Showers (1982) and replicated by others since. The research shows that effective professional development, grounded in evidence-based practices and ongoing support, improves teaching quality and leads to higher student performance.
4. Ongoing monitoring and support by administrators: Administrators also need training and support to successfully provide ongoing monitoring and support of implementation. Providing training and expecting teachers to implement it independently is insufficient without this monitoring and support function.
Site administrators, coaches, and district leaders must know enough about structured literacy, the adopted curriculum and effective instructional practices to actively oversee and support implementation. Thus, they too, should have adequate training so they are prepared to provide the guidance and support necessary to improve student achievement.
Teachers need continual opportunities to extend their learning from training through coaching and peer learning. A comprehensive instructional management system must be established at the school and district levels to monitor progress, address challenges, and sustain implementation over time.
Structured literacy in all classrooms
While challenges to the adoption of structured literacy persist, they can—and should—be overcome. It’s not just about changing teaching methods; it’s about changing the mindsets of everyone who influences how we educate our kids—from educators and administrators to parents and policymakers.
Part of this mindset shift isn’t just about structured literacy itself. It’s about having district and school leaders also see themselves as instructional leaders who can support, coach, and train educators in their schools. Only through creating a collaborative culture anchored in strengthening the foundations of teaching and learning can we ensure all students experience a rigorous, relevant and inclusive public education.
