Understand structured literacy!

A child's education includes learning to read as significantly part. However, reading remains a barrier for many students. Training a kid to read is undoubtedly the most challenging and gratifying task there is. For their tremendous efforts, parents, educational leaders, and teachers deserve a heartfelt thank you. We can help these initiatives and build inclusive learning environments by working together as a community.

Structured literacy is one type of evidence-based reading education that can make a difference. All students can benefit from a structured literacy approach, but those who have reading issues like dyslexia—which, according to some estimates, accounts for 15%–20% of students—need most of it.

The International Dyslexia Association first used the term "structured literacy,", which refers to systematic, specific instruction that emphasizes language structure across the verbal sound system (phonetics), the system of writing (orthography), the syntax of sentences, the constructive parts of words (morphology), the connections between words (semantics), as well as the organization of speech.

The use of structured literacy instruction in the classroom is guided by the following three teaching tenets:

Cumulative and systematic instruction- implies that the structuring of the materials follows a logical scope and order and starts with the simplest and most fundamental concepts and elements before slowly progressing to more challenging concepts and elements. Cumulative instruction is when new steps are built upon previously mastered ideas. In other words, it is necessary to master lower-level skills before attaining higher-level ones.

Explicit guidance- suggests that the organization of the materials is logical in scope and order, beginning with the most basic and basic concepts and elements, then gradually moving on to more difficult concepts and elements. When new stages are built upon formerly understood concepts, this is known as cumulative instruction. In other words, acquiring higher-level skills requires first mastering lower-level ones.

Diagnostic guidance-In order to tailor instruction to each student's learning needs, teachers must first identify their students' learning strengths and gaps. They must also regularly monitor each student's progress. These evaluations can be carried out formally using reliable and valid standardized measures or informally by observing students at work or through conferences.

Students receive training that is suitable to their development, are given the time needed to master concepts, and see significant gains in their reading abilities when instructors apply systematic, explicit, and diagnostic instruction.