How a Structured Literacy Approach Translates Research into Classroom Practice
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Structured literacy: an evidence-based approach
The International Dyslexia Association, or IDA, has played a pivotal role in shaping how educators understand Structured Literacy. In 2016, IDA introduced the term Structured Literacy to bring together instructional approaches grounded in how students learn to read and write (International Dyslexia Association, 2016).
Structured Literacy is an approach to literacy instruction that translates decades of reading and writing research into classroom practice. It provides a framework for teaching literacy in a way that is explicit, systematic, cumulative, and responsive to student needs. Grounded in the Science of Reading, it builds from research-based frameworks including the Five Pillars (National Reading Panel, 2000), the Simple View of Reading (Gough & Tunmer, 1986), and Scarborough's Reading Rope (2001), to clarify which skills and processes should be taught.
IDA's more recent publications refine how this instruction is described and implemented. Their document Structured Literacy: An Approach Grounded in the Science of Reading presents a "what" and "how" framework: instructional content integrates reading (word recognition and comprehension) with writing (handwriting, spelling, and composition), and is guided by principles such as explicitness, systematic progression, scaffolded support, and data-driven decision making.
Core principles of structured literacy
Structured Literacy is built on research-based principles that guide both what we teach and how we teach it.
Literacy instruction should be:
- Explicit
- Systematic
- Cumulative
- Purposeful
Teachers explicitly model each skill, introduce concepts in a logical sequence, and connect new learning to what students already know. Each lesson builds on the last, supporting growth in both reading and writing (Moats, 2020; Archer & Hughes, 2011).
The importance of these principles is reinforced by decades of reading research. As reflected in the Perspectives on Language and Literacy 75th Anniversary Issue (Winter, 2024), leaders in the field, including Louisa Moats, Reid Lyon, and Linnea Ehri, emphasize that effective instruction integrates foundational skills, language development, and comprehension to support every learner.
How instruction is delivered is just as important as what is taught. Structured Literacy encourages multimodal instruction that engages students visually, auditorily, and kinesthetically. Instruction is differentiated, data-driven, and responsive, using observations, formative checks, student work, and assessment data to guide next steps. Scaffolds are intentionally designed and gradually removed as students develop independence and fluency (Vaughn et al., 2021). Assessment plays an important role in this process. By gathering evidence of student learning, educators can identify strengths, determine where additional support is needed, monitor growth over time, and make informed instructional decisions.
The learning environment shapes the experience as well. Structured Literacy proves most effective when instruction is interactive, engaging, and rooted in meaningful practice with reading and writing. Each lesson is purposeful and designed to provide equitable access to literacy learning. Through explicit instruction, scaffolded support, and responsive teaching, educators can help ensure all students have opportunities to develop as confident readers and writers.
Why structured literacy matters
When we think about teaching reading and writing, it is easy to get lost in the "what" and "how" of lessons. A Structured Literacy approach provides guidance for making daily instructional decisions, including what to teach next, how to introduce a new skill, and how to support students when they encounter challenges.
For example: A teacher might explicitly introduce a new sound and its spelling, provide guided practice for students to recognize and manipulate it, and offer opportunities to read and write words using that sound.
In classrooms grounded in Structured Literacy principles, teaching feels intentional. Lessons build on one another, and teachers use ongoing evidence of student learning to adjust instruction, reinforce skills, and provide targeted support when needed. Students notice this too. They engage in practice that deepens their understanding and ability, their skills grow over time, and they are able to see themselves as capable readers and writers.
The greatest impact of this approach is its adaptability. Because instruction is clear, structured, and responsive, it meets learners where they are and provides a path forward for all students. Every learner has the support they need to develop literacy skills effectively and reach their full potential, which is why the work we do as educators is so important.
Bringing it back to practice
- Teach skills explicitly: Model reading and writing strategies step by step. Make thinking visible and provide guided practice before expecting independence.
- Follow a systematic sequence: Introduce skills in a logical progression, connecting new learning to previously taught concepts.
- Build cumulatively: Reinforce skills across reading, spelling, and writing so students continue strengthening prior learning while adding new concepts.
- Use data to guide decisions: Gather evidence of student learning through observations, student work, and assessment data to identify strengths, target support, and monitor progress.
- Respond to student needs: Adjust instruction, intervention, and support based on what students know, can do, and are ready to learn next.
Keep learning
If you want to explore Structured Literacy more deeply, these resources are a great place to start.
- Archer, A., & Hughes, C., Explicit Instruction: Effective and Efficient Teaching – Research-based strategies for clear, structured, and systematic teaching.
- Perspectives on Language and Literacy: Structured Literacy, International Dyslexia Association – A collection of articles by leading researchers on Structured Literacy principles and classroom application.
- International Dyslexia Association (IDA), Structured Literacy: Grounded in the Science of Reading – Practical guidance for implementing Structured Literacy in classrooms.
Take a moment to reflect
A Structured Literacy approach helps educators turn reading and writing research into classroom practice. Take a moment to reflect on your own instruction:
- Which Structured Literacy principles are already evident in your teaching?
- How are you using evidence of student learning to ensure all learners have equitable access to reading and writing instruction?
- What is one intentional adjustment you could make to bring research-based practices more fully into your classroom?
References
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.
International Dyslexia Association. Perspectives on Language and Literacy: Structured Literacy.
Moats, L. (2020). Speech to print: Language essentials for teachers (3rd ed.). Brookes Publishing.