Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
Content Start
In this article, Louise Spear-Swerling discusses the key features of structured literacy (SL) beginning with explicit and systematic instruction. The article explains why SL is an effective way to teach children with dyslexia and students who struggle with learning to read.
Information on what Spear-Swerling calls typical literacy practices (TLP) cites other types of teaching where the reading is more of the lesson focus than phonemic awareness or phonics. Tables in the article include sample activities with prerequisites, the differences between SL and TLP and different types of student oral reading errors in text.
Source
U.S. Department of Education
The contents of this website were developed under a grant from the U.S. Department of Education (Department). The Department does not mandate or prescribe practices, models, or other activities described or discussed in this document. The contents of this website may contain examples of, adaptations of, and links to resources created and maintained by another public or private organization. The Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. The content of this website does not necessarily represent the policy of the Department. This publication is not intended to represent the views or policy of or be an endorsement of any views expressed, or materials provided by any Federal agency.