Science of Reading (SoR)

The science of reading refers to a comprehensive body of research that provides us with information about which parts of the brain are responsible for reading development, how we learn to read, what skills are involved, and how they work together. From this empirically supported research, we find that not only is structured literacy instruction the most effective approach to teaching foundational literacy skills for all students, but essential for those with reading learning disabilities.

The takeaway: The Science of Reading refers to what we know about the cognitive processes that are essential for reading proficiency. Learn more about the Science of Reading.

Structured Literacy (SL)

Structured Literacy is a comprehensive, explicit, systematic, cumulative, and diagnostic approach to teaching language and reading. Backed by the Science of Reading, it is recognized as the most effective way to teach reading. This approach systematically teaches foundational skills—including phonology, sound-symbol relationships, syllable patterns, morphology, syntax, and semantics—in a clear, sequential manner. Structured Literacy is especially effective for students with dyslexia and other reading difficulties. Several evidence-based programs and methods fall under this umbrella.

Examples of structured literacy approaches and programs include, but are not limited to Orton Gillingham, SIPPS, Wilson Reading System, Bart Reading System, and Spire. These programs focus on the individual learning needs of the student. They are most commonly used in a one-on-one or small group setting with a professionally trained and/or certified instructor.

The takeaway: Structured Literacy refers to how we teach reading in a way that is backed by the Science of Reading. It is characterized by its explicit, systematic, cumulative, and diagnostic approach to reading instruction. Learn more about Structured Literacy.

Whole Language Literacy

Whole Language emphasizes learning to read by recognizing whole words and understanding language in context. Unlike Structured Literacy, it focuses on meaning and using literature, rather than explicit phonics instruction. This approach often relies on children’s natural ability to pick up reading through exposure and is especially ineffective for students with dyslexia and other language-based disabilities.

The takeaway: Whole Language teaches reading through exposure to whole words in meaningful contexts but does not provide the explicit skill-building that many struggling readers need.

Orton-Gillingham Approach (O-G)

Developed in the 1930s, Orton-Gillingham is one of the earliest and most well-known structured literacy approaches. It aligns closely with the Science of Reading and teaches reading and spelling by breaking them down into foundational skills involving letters and sounds, building complexity over time.

O-G follows all the principles of structured literacy—it is multi-sensory, explicit, sequential, systematic, prescriptive, diagnostic, and cumulative. While there is an Orton-Gillingham-based curriculum created by the IMSE, the term typically refers to an instructional approach, not a specific program.

The takeaway: Orton-Gillingham is a foundational, structured literacy approach that emphasizes multi-sensory, skill-based instruction. Learn more about Orton-Gillingham.

Multi-Sensory Instruction

Multi-sensory instruction, as practiced in the Orton-Gillingham Approach, engages multiple senses at once—students learn through listening (ear), speaking (mouth), seeing (eyes), and writing or touching (hands). This approach helps reinforce learning pathways in the brain and supports stronger retention.

Examples of multi-sensory reading activities include tracing letters in kinetic sand, tapping out sounds while spelling, or using manipulatives like letter tiles.

The takeaway: Multi-sensory instruction helps students build literacy skills by engaging visual, auditory, and tactile pathways.

SIPPS

SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) is a structured literacy curriculum based on principles from the Orton-Gillingham Approach. It provides explicit, sequential instruction in foundational reading skills and is designed to support students at various reading levels.

SIPPS is more widely used in schools than other programs like Wilson or Barton, largely due to its flexibility and well-paced instruction, making it a preferred choice among reading specialists and interventionists.

The takeaway: SIPPS is a widely used, Orton-Gillingham-based curriculum that offers structured, step-by-step support for developing reading skills

Wilson Reading System

The Wilson Reading System is a specific type of structured literacy program informed by the Science of Reading and closely follows the Orton-Gillingham principles. Wilson is characterized by its highly structured lessons and is led by a Wilson Certified Practitioner. Learn more about the Wilson Reading System.

The takeaway: The Wilson Reading System is a specific reading program based on the tenets of structured literacy.

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

DIBELS is a set of quick, one-on-one assessments used by instructors to measure how well students are developing key early reading skills—such as phonemic awareness, phonics, fluency, and comprehension. These assessments can be used to establish baseline data and to monitor progress over time.

The takeaway: DIBELS is an effective assessment tool that helps track an individual’s progress in different areas of early literacy.

Decodable Reader

A decodable reader is a specially written, usually short book that uses words made up of phonics patterns a student has already learned. These books are designed to help readers practice applying their decoding (sounding-out) skills in a structured, confidence-building way. Decodable readers can also be tailored to a child’s interests, making reading both accessible and enjoyable.

For example, if a child has learned the short “a” sound and the letters m, s, and t, a decodable reader might include simple words like mat, sat, and Sam—and avoid words with patterns they haven’t learned yet.

The takeaway: Decodable readers are an essential tool for readers building on foundational literacy skills.

CALTs (Certified Academic Language Therapists)

A Certified Academic Language Therapist (CALT) is a highly trained educational specialist who provides intensive intervention for students with dyslexia and other language-based disorders. Following the Structured Literacy and Orton-Gillingham Approach, CALTs help students build reading, spelling, and writing skills by explicitly teaching the structure of the English language. To become a CALT, an individual must complete over 200 hours of coursework, 700 hours of supervised practicum, pass the ALTA certification exam, and hold a master’s degree. Learn more about the ALTA Certification.

The takeaway: CALTs are highly trained educational specialists equipped to provide evidence-based literacy instruction to students with language-based disabilities.

IDA (The International Dyslexia Association)

The International Dyslexia Association (IDA) sets national standards for educator preparation in structured literacy and accredits training programs that meet these rigorous benchmarks. It also offers valuable resources to help families, educators, and clinicians better understand and support students with dyslexia. Both the IDA and the Center for Effective Reading Instruction (CERI) maintain directories of qualified professionals who provide specialized support for individuals with learning differences.

The takeaway: The IDA plays a key role in setting high standards for structured literacy instruction and helping families find qualified support.

Additional Helpful Terms

Decoding: Sounding out words by applying knowledge of letter-sound relationships.
Encoding: Spelling words by breaking them into individual sounds and writing the corresponding letters.
Fluency: Reading with accuracy, speed, and proper expression.
Phoneme: The smallest unit of sound in a language (e.g., /s/ in sun).
Grapheme: The written letter(s) that represent a phoneme (e.g., sh, a, t).
Morpheme: The smallest meaningful unit in a word (e.g., un- in undo).
Sight Words: Words children are encouraged to recognize instantly, often because they are irregular or high-frequency.
Blending: Combining individual sounds to form a word (e.g., /c/ /a/ /t/ = cat).
Segmenting: Breaking a word apart into its individual sounds (e.g., dog → /d/ /o/ /g/).