Understanding the Science of Reading and Structured Literacy
What does it all mean?
The Science of Reading encompasses everything scientifically known about how children learn to read and the most effective methods for teaching reading. It’s not a specific methodology, but rather a body of research that outlines the processes and strategies that lead to skilled reading. The Science of Reading focuses on how to teach reading in the most effective way, using evidence-based practices to help all children become confident readers.
Structured Literacy is an umbrella term that includes methodologies like Orton-Gillingham and Speech-to-Print which are rooted in the Science of Reading. The International Dyslexia Association (IDA) has adopted Structured Literacy as a framework for teaching reading. It includes explicit, systematic, and sequential instruction in key areas such as phonics, phonemic awareness, vocabulary, fluency, spelling, and comprehension. The IDA defines Structured Literacy as an approach that integrates listening, speaking, reading, and writing, focusing on the structure of language, including phonology (speech sounds), orthography (writing system), syntax (sentence structure), morphology (meaningful parts of words), and semantics (word meanings).
Effective Structured Literacy interventions are designed to guide children through the reading process step by step. Students are taught how to connect sounds and letters (phoneme-grapheme correspondence), decode words, recognize familiar words, and develop fluency. They are also taught how to spell and apply their understanding of language to build vocabulary and comprehension skills.
The Role of the Science of Reading in Developing Strong Readers
The Science of Reading emphasizes two core skills necessary for proficient reading: word recognition and language comprehension.
Word recognition involves understanding the relationship between letters and sounds, enabling students to decode words efficiently.
Language comprehension focuses on understanding the meaning of what is being read, developing vocabulary, and learning sentence structure.
The Science of Reading explains how these skills are intertwined and must develop together. One way to visualize this is through Scarborough’s Reading Rope, which illustrates how different skills, such as phonics, vocabulary, and syntax, weave together over time to create strong readers. The more these strands intertwine, the more confident and capable a child becomes in reading.
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For children who face challenges, such as English learners or those with specific language difficulties, like Developmental Language Disorders (DLD), the Science of Reading provides tailored strategies to support both word recognition and language comprehension, ensuring that they can successfully navigate the reading process.
67% of reading in high school involves more complex, academic language. If a student is still struggling with basic decoding, they’ll have a hard time understanding complex instructions or texts—whether it’s an algebra problem or a job application.
Without strong foundational skills, students can struggle to engage with higher-level language, which affects their ability to succeed both in school and in real-life situations. Providing solid, step-by-step literacy support early on sets them up for success in the future.
Evidence-Based Methologies/Approaches Based on Structured Literacy
The Orton-Gillingham Approach (OG) is a method within the Science of Reading. It is systematic, structured, cumulative, and prescriptive. OG breaks down language into its smallest components—sounds, letters, and words—ensuring that children master each part before moving on to the next. Through this incremental approach, students build a solid understanding of how letters and sounds fit together, gradually increasing their ability to decode, spell, and comprehend words. This approach is especially beneficial for children with dyslexia or other learning challenges, providing a tailored and multisensory method of instruction that caters to their unique needs.
Within the Structured Literacy framework, Orton-Gillingham (OG) is a widely used, evidence-based approach, particularly effective for children with dyslexia. The OG approach is highly structured and systematic, breaking language down into manageable parts and building skills step by step. OG uses a multisensory approach, which engages sight, sound, and touch, helping students make stronger connections between letters, sounds, and words.
Several well-known programs utilize the Orton-Gillingham approach, such as Wilson Reading System, Phonics and Language (PAF), and IMSE (Institute for Multi-Sensory Education). These programs follow a structured scope and sequence, ensuring that each skill is introduced in a clear, organized manner. The programs emphasize fidelity, which refers to the consistent and accurate implementation of the program as designed. To ensure effectiveness, educators must be properly trained to deliver the program with fidelity—meaning they must follow each step as intended, using the prescribed materials and techniques.
What is Speech-to-Print?
The Speech-to-Print Approach is another foundational methodology based on the structured literacy framework within the Science of Reading. It begins with the natural understanding that children already know how to say the sounds of their language before they start learning to read and write. This method works by leveraging their existing knowledge of spoken language to help them understand the relationship between sounds (phonemes) and the letters that represent those sounds (graphemes). In simple terms, speech-to-print focuses on teaching students how to connect spoken words with their written counterparts, starting with basic phonological awareness and advancing to complex word structures.
How It Works
Phonological Awareness: In speech-to-print instruction, we prioritize activities that help students understand the sounds in words. This includes recognizing, isolating, and manipulating phonemes in a word, all of which are foundational for decoding (reading) and encoding (spelling).
Orthographic Mapping: We help students "map" sounds to their corresponding letters or letter combinations. This process strengthens their ability to recognize and spell words correctly, building mental representations of how words are written.
Decoding and Encoding: Through a combination of hands-on spelling activities and guided reading practices, we ensure students gain the skills to both read and spell with accuracy. We emphasize the importance of saying words out loud while simultaneously writing or reading them to reinforce these connections.
Advanced Phonological Skills: As students progress, they learn to apply more complex phonological structures, such as understanding syllable stress, vowel variations, and irregular spelling patterns.
Practice with Authentic Text: To deepen their learning, students engage with pattern-loaded and authentic texts, supporting their ability to track statistical regularities in language. This exposure helps them internalize how words look and sound in real-world contexts.
Why It Matters
The speech-to-print approach isn't just about teaching students to read and write; it's about giving them the tools to understand the underlying structure of language. By connecting phonology (sounds), orthography (letters), and semantics (meaning), we empower students to become fluent readers, confident spellers, and strong communicators.
Tailoring Interventions for Each Student
It’s important to note that no one-size-fits-all approach exists for helping struggling readers. Every child is unique, and their challenges with reading may vary. The most effective way to support a struggling reader is through individualized instruction that is based on a comprehensive assessment of the child's specific needs. A skilled educator or clinician can analyze this information, synthesize research-based practices, and create a personalized intervention plan that targets the child’s specific challenges and strengths. This tailored approach ensures that each child receives the most appropriate, evidence-based support to become a successful reader.
As a literacy expert, I apply these principles to create customized, research-backed strategies for each child, addressing their individual needs and ensuring that they receive the best possible support to thrive as confident, capable readers.
