Structured literacy (SL), according to the International Dyslexia Association (which coined the term), is the systematic teaching of reading that focuses on the following elements:
SL is taught using the following principles:
The International Dyslexia Association provides a detailed outline of its Key Performance Standards of its Knowledge and Practice Standards for Teachers of Reading.
There is general agreement that SL is beneficial for all early literacy learners, especially those with reading disabilities such as dyslexia. However, according to professor Mark Seidenberg, while SL is necessary for students with special needs (e.g., to overcome dyslexia), it may not be required for the general student population beyond the early literacy years. He suggests that teachers strike a balance between implicit instruction and explicit instruction, with explicit instruction for all students at the start, followed by implicit instruction for all students except dyslexics (who continue to receive explicit instruction as required). On the other hand, others worry that this approach could prompt educators "to abandon research-tested practices that are only just now securing a foothold in districts". And, still others suggest that one solution to differentiated instruction might be to utilize the "walk to read" approach.
Another example of using a structured approach to teach reading is the foundational-skills curriculum, UFLI Foundations, developed by researchers at the University of Florida Literacy Institute. Using this program, kindergarten and 1st-grade students progressed much faster in reading skills than students receiving business-as-usual instruction.
Dr. Jamie Metsala, co-author of the Right to Read inquiry report, believes that Structured Literacy may have an important impact on how literacy will be taught in Canada. In 2025-2026, schools in the provinces of Ontario, Nova Scotia, Alberta, and New Brunswick had plans to implement structured literacy. However, they may face many obstacles, including reluctant school boards and ministries of education, inadequate assessment tools, overlap with previous ineffective curricula, and a lack of training, support, and resources for teachers.
SL has many of the elements of systematic phonics and few of the elements of balanced literacy. The following is an explanation of how Structured literacy is different from Balanced literacy: