Structured literacy, a term first used by the International Dyslexia Association, is a comprehensive science-based instructional methodology. Research demonstrates the effectiveness of structured literacy for all students and is essential for students who have difficulty with reading. Structured literacy, often referred to as Orton-Gillingham, provides direct, explicit, systematic, engaging, multisensory, and developmentally appropriate instruction. When delivered with fidelity, this approach provides students with the key skills they need to become efficient and accurate decoders. Ultimately, these skills strengthen word identification and deepen text comprehension.

The body of knowledge that is referred to as the science of reading provides educators with a foundation of evidence-based instructional practices on which to build personalized instruction to meet each student’s unique needs.   

The Science of Reading refers to a growing body of knowledge resulting from extensive research on the reading brain, and offers clear direction on how to effectively teach children how to read. The science of reading incorporates two main frameworks: The Simple View of Reading and Scarborough’s Rope.