Why Structured Literacy Works

Structured Literacy is an approach to reading instruction grounded in decades of scientific research on how the brain learns to read. The term was coined by the International Dyslexia Association (IDA) in 2014 to describe instruction that is explicit, systematic, and cumulative. Many well-known programs—such as Orton-Gillingham—fall under this umbrella.

In simple terms, Structured Literacy describes both what we teach (the structure of the English language) and how we teach it (with clear, step-by-step instruction). It is considered the gold standard for struggling readers, especially students with dyslexia.

Structured Literacy includes:

• Explicit instruction: Teachers directly teach skills using clear explanations and multimodal strategies (visual, auditory, kinesthetic, and tactile) to keep students engaged and supported.
   
• Systematic instruction: Skills are introduced in a logical order, moving from simple to more complex, with each step intentionally building on the last.
   
• Cumulative instruction: Previously learned skills are continually reviewed and connected to new learning, helping students build a strong foundation and grow automaticity in reading and spelling.
   

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How Are Structured Literacy, the Science of Reading, and Orton-Gillingham Connected?

A common question parents ask is, “Are these the same thing?” A helpful way to visualize the relationship is to imagine a tree:

• The Roots: The Science of Reading.
              The Science of Reading is the research base, over 50 years of studies across the globe, in multiple disciplines and languages. This body of evidence tells us how the brain learns to read and clearly shows that children, especially those with dyslexia, need explicit, systematic, sequential, and cumulative instruction.
   
• The Trunk: Structured Literacy.
              Growing from those research “roots” is Structured Literacy—a framework that describes instructional practices aligned with the Science of Reading. Structured Literacy is the model that encompasses evidence-based programs and methods.
   
• The Branches: Orton-Gillingham.
              Orton-Gillingham (OG), developed in the 1930s by neuropsychologist Dr. Samuel Orton and educator Anna Gillingham, is one specific approach within Structured Literacy. OG emphasizes direct, multisensory, systematic instruction with ongoing review and reinforcement. Students receive many opportunities to practice so their skills can become automatic.
   

This is why The dePaul School uses Structured Literacy and the Orton-Gillingham approach—we rely on what decades of research tell us works best for developing readers.

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What’s Included in a Structured Literacy Lesson?

The National Reading Panel identifies five essential components of effective reading instruction. Structured Literacy lessons integrate all five:

1. Phonological Awareness
   The understanding that spoken language is made up of sound parts—sentences, words, syllables, and individual sounds (phonemes). Students learn to listen for, identify, and manipulate these sounds.
    
2. Phonics
   Teaching the relationship between letters and the sounds they represent. Students learn how spelling patterns work so they can decode (read) and encode (spell) words accurately.
    
3. Fluency
   Reading with accuracy, appropriate speed, and expression. Fluency practice helps students move from sounding out words to reading smoothly and confidently.
    
4. Vocabulary
   The words students understand and use. Vocabulary develops through listening, speaking, reading, and writing, and is taught intentionally across all subjects.
    
5. Comprehension
   The ultimate goal—understanding what is read. Comprehension develops as students build decoding skills, background knowledge, vocabulary, and fluency.
    

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Why Do Students Need Structured Literacy?

Students with dyslexia—and many other struggling readers—need instruction that matches how their brains learn best. Structured Literacy does precisely that.

By teaching the structure of language (sounds, spelling patterns, syllable types, grammar, and morphemes), students build skills they can apply to many words—not just the ones they memorize. This leads to stronger reading accuracy, spelling, and confidence.

At The dePaul School, all faculty are expertly trained to deliver Structured Literacy every day. We don’t just believe it works—we see the results. Students grow in fluency, independence, and most importantly, confidence as readers and writers.