The science of reading is a term used to describe the broad, deep collection of research data that has resulted from decades of research into various topics, including how reading and writing develop in students, why some students need extra support, and which approaches to teaching literacy have achieved the best outcomes for all students—including emergent bilingual students. See Science of Reading: Defining Guide for more information on the science of reading.

Structured Literacy (SL), in contrast, is a term coined by IDA in 2014 to describe an instructional approach based on the accumulated and substantial findings from that research.

How is Structured Literacy different from other reading instruction?

The term Structured Literacy has been adopted by The International Dyslexia Association (IDA) and others to describe instructional approaches that teach students explicit and systematic strategies for decoding and spelling words. This term is used to differentiate it from commonly used teaching methods (e.g., Balanced Literacy or Guided Reading) that have NOT proven effective with students who have dyslexia.

Access IDA’S STRUCTURED LITERACY GUIDE