for Educators

The International Dyslexia Association (IDA) is the best site to start your journey into learning how to apply the Structured Literacy (SL) approach into your literacy instruction and intervention.
Helpful overviews provided by IDA:
*Structured Literacy Press Ready Infographic
*Structured Literacy – An Introductory Guide (Educator Training Initiative Brief)
*IDA Dyslexia Handbook. What Every family Should Know.

There are affiliated Dyslexia Association branches around the world, including the branch in Canada, International Dyslexia Association of Ontario.
All of the branches provide resources for both families and professionals, and ongoing professional development and training opportunities. (We list upcoming PD in our Event Calendar)

Speech to Print: Language Essentials for Teachers 3rd Edition, 2020  by Louisa Moats

“For two decades, Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. The highly anticipated third edition, is fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how of assessment and instruction in today’s classrooms.”

The Art and Science of Teaching Primary Reading  by Christopher Such

“The essential guide to the science behind reading and its practical implications for classroom teaching in primary schools.

Teaching children to read is one of the most important tasks in primary education and classroom practice needs to be underpinned by a secure foundation of knowledge. Teachers need to know what reading entails, how children learn to read and how it can be taught effectively.

This book is an essential guide for primary teachers that explores the key technical and practical aspects of how children read with strong links to theory and how to translate this into the classroom. Bite-size chapters offer accessible research-informed ideas across all major key topics including phonics, comprehension, teaching children with reading difficulties and strategies for the classroom.”

Structured Literacy Interventions
Teaching Students with Reading Difficulties, Grades K-6  Edited by Louise Spear-Swerling

“Comprehensive and evidence-based, Structured Literacy (SL) approaches place a high value on explicit, systematic, and sequential instruction. This book brings together leading experts on key components of literacy to help K–6 teachers design and target SL interventions for particular student profiles. Chapters identify effective features of instruction for supporting phonological awareness, basic and multisyllabic word decoding, spelling, reading fluency, vocabulary, oral and reading comprehension, and written expression, especially for at-risk readers and those with disabilities.”

Shifting the Balance
6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom  By Jan Burkins and Kari Yates

Your whole classroom, from resources to posters to routines to lessons you know off by heart, are centered around a balanced literacy approach. But you’ve also noticed that not all of the children in your class are learning to read, much less fluently, and you’ve heard that Balanced Literacy is on the way out. Which approach is best then? Do you have to redo everything you’ve spent years perfecting?

Authors Jan Burkins and Kari Yates address these questions as a “critical opportunity to look closely at the research, reevaluate current practices, and embrace new possibilities” to ensure that every child learns to read.  This book is a great stepping stone on your way to a fully Structured Literacy classroom.

Bringing Words to Life: Robust Vocabulary Instruction ,2nd Edition,  by Isabel L. Beck, Margaret G. McKeown and Linda Kucan

“Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children’s literature suggestions, “Your Turn” learning activities, and a Study Guide for teachers enhance the book’s utility as a classroom resource, professional development tool, or course text. ”

A Fresh Look at Phonics, Grades K-2
Common Causes of Failure and 7 Ingredients for Success by Wiley Blevins

“Perfect for teachers who need: Evidence-backed principles, strategies, and activities for providing English learners in Pre-K–Grade 6 with explicit instruction on language and literacy fundamentals.

An essential text for courses on literacy foundations and biliteracy—and an ideal in-service professional development resource—this accessible book will give teachers the knowledge base they need to help English learners develop strong literacy skills and achieve academic success.”

“Comprehensive and well-written . . . provides many practical suggestions. All professionals who work with ELL students should read this book.”—Linda Siegel, Ph.D., Professor Emerita, University of British Columbia.

Learning Disabilities: From Identification to Intervention by FLetcher, Lyon, Fuchs and Barnes

This second edition is the definitive source for teachers, administrators, and researchers on evidence-based practices for teaching academic skills to students with LDs. Its acclaimed authors provide a detailed, compelling, and nuanced picture of LDs and how to address their impact on students’ learning.”

“There are so many books and so little time–yet this one, I assure you, is worth your precious time. Whether your primary interest is teacher training, research, or classroom practice, this book provides the knowledge you need. Building on the exemplary first edition, the second edition features current research on all domains of LDs (math, word reading, writing, reading comprehension) and expanded practical guidance for implementing research-based practices across the grade span.”