Structured literacy

Structured literacy (SL), according to the International Dyslexia Association (which coined the term), is the systematic teaching of reading that focuses on the following elements: ^[7]

• Phonology: the study of sounds in a particular language^[8], and Phonemic awareness (the ability to recognize, segment, blend, and manipulate sounds)^[9]
• Sound-symbol association (also Phonics): using the Alphabetic principle to connect sounds (phonemes) to letters (graphemes)^[10][11]
• Syllables: a single unit of speech, in English usually containing a vowel (e.g., The word reading has two syllables, "read" and "ing".)^[12]
• Morphology: the study of the form of words and phrases, including morphemes, the smallest unit of meaning in a language (e.g., The word unbreakable has three morphemes, "un", "break", and "able".) ^[13]
• Syntax: the grammatical arrangement of words in a sentence^{[14][15][16][17]}
• Semantics: the study of meaning in language^[18]

SL is taught using the following principles:^[1]

• Systematic: begin with the basic and easiest concepts and elements, and progress to the more difficult and complex
• Cumulative: each step builds on a previous step
• Explicit: direct teaching and continuous teacher-student interaction
• Multisensory: using different senses (e.g., visual, auditory, kinesthetic, and tactile) to enhance attention and memory
• Diagnostic: using informal and formal assessments to individualize instruction

The International Dyslexia Association provides a detailed outline of its Key Performance Standards of its Knowledge and Practice Standards for Teachers of Reading.^[19]

There is general agreement that SL is beneficial for all early literacy learners, especially those with reading disabilities such as dyslexia.^[25] However, according to professor Mark Seidenberg, while SL is necessary for students with special needs (e.g., to overcome dyslexia), it may not be required for the general student population beyond the early literacy years. He suggests that teachers strike a balance between implicit instruction and explicit instruction, with explicit instruction for all students at the start, followed by implicit instruction for all students except dyslexics (who continue to receive explicit instruction as required).^[26]

Dr. Jamie Metsala, co-author of the Right to Read inquiry report, believes that Structured Literacy may have an important impact on how literacy will be taught in Canada. In 2025-2026, schools in the provinces of Ontario, Nova Scotia, Alberta, and New Brunswick had plans to implement structured literacy. However, they may face many obstacles, including reluctant school boards and ministries of education, inadequate assessment tools, overlap with previous ineffective curricula, and a lack of training, support, and resources for teachers.^[27][28]