STRUCTURED LITERACY (SL) is the most effective approach for students who experience unusual difficulty learning to read and spell printed words. The term refers to both the content and methods or principles of instruction. It means the same kind of instruction as the terms multisensory structured language education and structured language and literacy.   Read this article, Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties, which has these sections:

• Content of SL Instruction: Language
  • Phoneme awareness
  • Sound-symbol (phoneme-grapheme) correspondences
  • Patterns and conventions of print (orthography)
  • Morphology
  • Syntax
  • Semantics
• Principles and Methods of SL Instruction
  • Explicit
  • Systematic and cumulative
  • Hands-on, engaging, and multimodal
  • Diagnostic and responsive

Other articles and links on this topic:

• An infographic on Structured Literacy – a quick overview click on the following – structured-literacy-grounded-in-the-science-of-reading
• Here’s Why Schools Should Use Structured Literacy – click here
• What is Structured Literacy – this is an infographic which makes the complex information easier to digest, remember and share.
• Structured Literacy Certification for Dyslexia Practioners and Therapists: What? Why? How?

A reference item – Structured Literacy Works, But What Is It?  This is a Guide released by IDA to help educators and others better understand the definition, characteristics, and purpose of the term SL and its affiliated principles and practices.