Identify yes/no responses using multi-modal communication skills and diverse access features, including assistive technology, as needed, based on a learner profile. Teach the use of tools for accessing communication containing individualized features based on learner profile data. Teach the use of core vocabulary paired with fringe vocabulary to communicate across settings. Teach sound-symbol correspondences to develop spelling skills. Teach the use to symbols (icon sequences), and spelling (especially onsets) to find and access words for communication.
Why Does Communication and Language Matter?
Reading is a language-based skill. The development of skilled reading depends upon the initial development of basic listening and expressive communication skills. Students need expressive communication modes and language skills to learn about reading and writing and access the general literacy curriculum. Those who show difficulty developing communication and language skills are at risk for developing reading problems.
What Makes Instruction 'Multi-Modal'?
Muli-modal instruction involves incorporating some sensory activities within instruction. Multi-modal instruction in structured literacy means “having students hear a word, say a word, indicate the number of sounds (phonemes), letters (graphemes), or syllables in a word by clapping or using tokens or fingers, blending sounds (phonemes), saying the word, writing the word, and reading text that contains examples of the word” (Hasbrouck, 2020, p. 189).
Explicit Intervention in Language & Communication
Elements Targeted: A multi-modal approach to structured literacy directly targets foundational components of reading and writing, including phonemic awareness, phonics, spelling, handwriting, fluency, morphology, vocabulary, and comprehension.
Preparing to Implement the Intervention
Before designing an explicit intervention in language and communication, it is critical to have information about the learner’s communication profile, access needs, communication modes, and the tools they use to communicate. Educators and support personnel should work together to design an intervention that supports the student to develop independent access to communication and language.
What to Teach:
Access and Communication Tools
Use of communication tools with modeling and practice
Custom Content
A new concept of showing content in your web page with more interactive way.
Lorem ipsum dolor sit amet, consectetur adipisicing elit.
Access and Communication Tools
Use of communication tools with modeling and practice
Cool Headline
A new concept of showing content in your web page with more interactive way.
Read MoreCore Vocabulary
Use of communication tools with modeling and practice
Cool Headline
A new concept of showing content in your web page with more interactive way.
Read MoreFringe Vocabulary
Use of communication tools with modeling and practice
Cool Headline
A new concept of showing content in your web page with more interactive way.
Read MoreSpelling to Communicate
Use of communication tools with modeling and practice
Cool Headline
A new concept of showing content in your web page with more interactive way.
Read MoreHow to Teach:
Structured literacy interventions programs and approaches share the following characteristics:
- Systematic
- Sequential
- Explicit
- Comprehensive
- Engaging
- Diagnostic
Provide multiple opportunities to practice instructional tasks, review skills, and demonstrate skill mastery.
Teach prerequisite skills before expecting students to learn more advanced skills.
Model and clearly explain instructional tasks. Provide targeted corrective feedback after initial student responses.
Provide explicit instruction in decoding and spelling as well as language comprehension skills (e.g. syntax, semantics, text composition).
Lesson engagement during teacher-led instruction and independent work is encouraged, monitored, and scaffolded.
Continuous monitoring of skills to ensure students complete activities with accuracy and fluency before moving on to more advanced skills.
Frequently Asked Questions
Featured Resources
This brief from the International Dyslexia Association outlines basics on the principles and practices of structured literacy.
Learn about best practices for screening and intervention using a multi-modal structured literacy program
The MTSU Center for Dyslexia Expert Minute series presents an overview of Structured Literacy with Nancy Hennessy.
In this article, Louise Spear-Swerling contrasts a structured literacy approach with typical literacy practices.
This book edited by Louise Spear-Swerling helps teachers design and target structured literacy interventions for particular student profiles.
In this Keys to Literacy blog, Joan Sedita describes structured literacy and shares about professional development programs that incorporate this teaching approach.
See Dr. Pam Kastner's curated study sessions and resources related to the book Structured Literacy Interventions: Teaching Students with Reading Difficulties: Grade K-6.
Ohio schools are required to establish a Structured Literacy Certification process for K-3 teachers aligned with Ohio’s Dyslexia Guidebook.
Additional Learning Opportunities
Access professional learning developed by the Ohio Department of Education for the 2021 Literacy Academy in collaboration with national literacy experts. Use the viewing guide while watching Shifting to Structured Literacy: Word Recognition presented by Jan Hasbrouck.
Access professional learning developed by the Ohio Department of Education for the 2021 Literacy Academy in collaboration with national literacy experts. Use the viewing guide while watching Shifting to Structured Literacy: Language Comprehension presented by Nancy Hennessy.
Access professional learning developed by the Ohio Department of Education for the 2021 Literacy Academy in collaboration with national literacy experts. Use the viewing guide while watching Intervention for Elementary Students: Supporting
Students in Need of Foundational Skill Intervention presented by Tim Odegard.
