Structured Literacy

Many of us learned to read with the whole language approach which was based on the belief that reading comes naturally the way speaking does. Research shows, though, that reading – a much more recent evolutionary phenomenon than language – is not innate. Thirty to forty percent of children require explicit and systematic instruction in how to manipulate sounds in order to create and retain meaning. 

Radcliffe Creek School’s approach to teaching reading and language arts is based on the science of reading. Our approach is similar to researcher Hollis Scarborough’s work, which divides the components of reading into two strands of a “reading rope”. The lower strand, called Word Recognition, includes the intertwining threads of phonological awareness, decoding, and sight recognition. The upper strand, known as Language Comprehension, includes background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge. 

Scarborough believes that decoding is the element that ties everything together. Once a student understands the language sound system, he or she is ready to learn phonology, orthography, and morphology, creating the foundation upon which reading comprehension is based. Half of Radcliffe’s staff are trained in the Orton-Gillingham approach of teaching decoding skills. This method provides:

• Systematic Instruction: Concepts are presented in a logical order, building upon previously learned material. 

• Cumulative Instruction: Each lesson connects to previous lessons and builds towards a larger understanding. 

• Multi-sensory Approaches: Activities engage multiple senses to enhance retention. 

• Guided and Independent Practice: Students practice new skills with support and then independently. 

• Feedback: Specific feedback helps students correct errors.

• Decodable Texts: Contain words and sounds that students have been taught to decode, building confidence and fluency.