This article outlines key features of structured literacy approaches and contrasts these approaches with more typical literacy practices in core general education instruction, assessment, and tiered interventions. Using a vignette about a special education teacher and her student, the article explains why structured literacy is more effective than typical literacy practices for students with dyslexia. The article concludes with a discussion of ways that features of structured literacy can benefit all students, if used as part of general education instruction and tiered interventions.
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
Publish date:
01/22/2018
Publication Volume:
51
Publication Issue:
3
Journal Name:
TEACHING Exceptional Children