This or That: Structured Literacy vs Balanced Literacy

This Or That: Structured Literacy vs Balanced Literacy 


Structured literacy, which is highly endorsed by research and is an evidence-based practice, is frequently suggested for kids with dyslexia and unique learning difficulties. Using explicit and systematic training, structured literacy includes phonological awareness, reading (decoding), spelling (encoding), sight words, fluency, and comprehension. We’ve gone into great detail about the various components of the Structured Literacy Approach, but what makes it different? Let’s compare two major aspects of the Structured Literacy Approach vs Balanced Literacy.


Decodable Texts vs Three-Cueing 

Readers are taught to use the "three cueing system" in balanced literacy, which encourages guessing based on semantics (context clues, pictures, background knowledge), syntax (language patterns), or sounding out words. While this may provide some guidance, it isn’t actually teaching students to read as it is simply having them rely on additional information to ‘guess’ the word. What happens when strange words appear without an accompanying picture, how is the child going to guess the word based on the picture clue in this case? What about if the word appears in a simpler context and not a passage where the student can use context clues to guess the word. This method leaves room for much error whereas the Structured Literacy Approach provides readers with the knowledge and skills necessary to be able to decode words regardless of the format in which they appear. Early readers are encouraged to read decodable texts that contain previously taught phonological patterns through structured literacy. Decoding and spelling abilities, such as letter-sound relationships (alphabetic principle), morphology, and reading methods for phonetically irregular and multi-syllable words, are specifically taught. The use of decodable texts aids in instruction. This involves explicit instruction of spelling rules and guidelines. All of these factors help the reader to recognize words based on their letter sounds and phonological patterns.


High-Frequency Words 

With Balanced Literacy, high-frequency words are taught using rote memorization. This method encourages learning or memorizing through repetition, typically without grasping the reasons or linkages inherent in the content. So the student isn’t able to actually ‘read’ the word, rather they know it from just looking at it and memorizing. Now, think about how many words they’ll need to memorize in order to read fluently. In the long run, this limits their reading abilities as their word recognition skills are limited to words previously memorized. 

On the other hand, the Structured Literacy Approach teaches reading based on various components. High-frequency words are taught based on their phonics patterns and even irregular words are carefully taught according to their phonological patterns. Blending skills, segmenting skills, and manipulating speech sounds within words are all taught to students as phonics abilities. Readers are taught how to read and spell words using orthographic knowledge (letters-symbols) and how to correlate sounds (phonemes) with the letters that represent them (graphemes), and then create the letters that spell the sound. With this, students are able to sound out even unfamiliar words based on the phonics skills taught and their knowledge of letter sounds, blends, and patterns. 


The implementation of  Structured Literacy helps ensure that all kids are exposed to critical core literacy skills in a sequential, systematic, and cumulative manner. This eliminates the need for pupils to suffer due to the large changes in reading techniques from year to year and program to program, as well as the possibility for deficiencies. Rather, with each new year, a seamless shift to more sophisticated topics may be made. Students are taught the link between word meanings and the meanings of groupings of words in Structured Literacy. The relationships between words, phrases, clauses, and sentences are clearly taught, resulting in the ability to read and comprehend paragraphs, text, and tales. All of the essential factors for reading comprehension are addressed in Structured Literacy.


At The Caribbean Academy for Reading Intervention and Development, we offer an Individual Reading Assistance Programme. This programme is structured to assist struggling readers with:

  • sight words
  • high-frequency words
  • sounds recognition
  • reading comprehension
  • letter and word recognition
  • phonics and phonemic awareness


Our Reading Assistance Programme is designed to teach the foundational skills of reading to children with significant academic challenges, empowering them to achieve grade-level proficiency. Our dedicated tutors help struggling readers understand the basic mechanics of reading and help them develop critical reading skills that will help them develop a lifelong love of reading.


Target audience: struggling readers between the ages 5 years to 10 years

To register or learn more, contact us at 1-868-474-9819




Chrystal Murray

Reading Interventionist

Caribbean Academy for Reading Intervention and Development

1-868-474-9819



 

Comments

Post a Comment

Popular posts from this blog

What Can Teachers Do To Encourage Struggling Readers

Image
  What Can Teachers Do To Encourage Struggling Readers  As a struggling reader, it can often be demotivating to continue attempting to master reading. Every day at school might be filled with feelings of worry, frustration, and guilt for the students who have difficulty reading at grade level. This may be brought on by the frustration of trying to read the information in front of them and finding it difficult, or it may simply be a result of them witnessing their friends excelling at reading. In order to inspire pupils to read, it is essential to satisfy their social and emotional needs and motivate them.  So, how do we motivate and encourage our struggling readers to keep trying? What measures can be put in place? What can teachers do? Create a classroom environment that is conducive to learning. Struggling readers may already feel intimidated and demotivated in the classroom. Creating a classroom environment that encourages learning will help them to feel motivated and have the desir
Read more

Benefits of Our Programme : Sight Words and High Frequency Words

Image
  Benefits of Our Programme : Sight Words and High Frequency Words  At The Caribbean Academy for Reading Intervention and Development, we offer an Individual Reading Assistance Program that assists struggling readers to build skills in:  Sight words and high-frequency words  Sounds recognition  Reading comprehension  Letter and word recognition  Phonics and phonemic awareness  Importance of Sight Words and High-Frequency Words  High-frequency words are those that appear frequently in the reading material you give your kids. For better reading comprehension and speed, you must be able to recognize these words "by sight". High-frequency words serve as the foundation for children's reading success because they are so prevalent. Being able to quickly and automatically recognize these words is a crucial step in developing fluent reading skills. Common words that children instantly recognize without having to sound them out are known as sight words. Children who can recognize w
Read more

Signs Your Child May Be Struggling With Reading Comprehension

Image
  Signs Your Child May Be Struggling With Reading Comprehension  In our last blog, we dove into what Reading Comprehension is, its importance and briefly established one sign that your child may be struggling with Reading Comprehension.  There are many signs that may hint that your child is struggling with Reading Comprehension, but how can you know?  Ask A Question! - after reading a story or paragraph, ask your child a question. Start off with simple and fun questions just to test whether your child has grasped the context of the passage or not. Of course the types of questions asked will vary based on your child’s age and reading level.  For example, imagine a scenario where your child reads the short paragraph below.    ‘Jack and Jan are smiling. They are on their way to the park. Jack walks quickly and so does Jan. As they approach the park, they begin to run. Jack runs towards the slides and Jan rushes to the swing. Both children laugh as they play.’ Here are some easy questions
Read more