Structured literacy instruction includes six pillars or parts of language development-oral and written. This post includes Pillars 3 and 4.
Pillar 3 is syllable knowledge, the understanding of the different types of syllables. The English language has six major types of syllables:
- cvc …….. cat, ban, bit
- final e …. kite, bone
- open …… me, began
- vowel diagraph …… oi-soil, oil; ee-sleep, keep; ea-beat, leak; oa-boat, road; oo-zoom, smooth
- r-controlled …… ar-car, start; ir-girl, swirl; er-her, flower; ur-fur, burn; or-fork, corn
- constant-le …… marble, puddle, bugle, maple, little
Syllable knowledge increases the accuracy of language pronunciation and comprehension. Syllable knowledge also increases student decoding and encoding skills.
Pillar 4 is morphology that is the study of the smallest units of meaning or morphemes. Morphology focuses on how parts of meaning fit together to form words. Morphology includes word analysis that helps students to learn the meaning(s) of morphemes and how the word parts conclude its meaning. Word analysis also increases student background knowledge, which increases student ability to comprehend written passages.
Structured literacy instruction typically includes the following instructional principles:
- Systematic instruction, students should learn the foundational or prerequisite skills of the current lesson
- Modeling of task being taught
- Interactive discussions about the task being taught
- Many opportunities to practice the new skill
- Scaffolding of instruction to match student abilities
- Monitoring of student achievement through observation and interaction
Structured literacy may be used to teach literacy at all levels of instruction, such as Tier 1-general classroom, Tier 2-intervention usually taught in small groups, Tier 3-intervention usually taught in one-on-one group setting, or special education. The number of levels for instruction in a RTI model may be different for each school, depending on the learning needs of the current students and the available resources.
References
Birsh, J.R. (2011). Multisensory teaching of basic language skills.
Baltimore: Paul H. Brookes Pub Co.
Henry, Marcia K. (2010). Unlocking literacy effective decoding and spelling instruction.
Baltimore: Paul H. Brookes Pub Co.
International Dyslexia Association, dyslexiaida.org/what-is-structured-literacy/
Moats, L. (2000). Speech to print. Baltimore: Paul H. Brookes Pub Co.
