Literacy Boost - Structured Literacy Intervention
Evidence-based STRUCTURED LITERACY intervention supporting children and adults with reading, spelling, and writing.
We believe that ALL children and adults in New Zealand have the right to evidence-based literacy education. The most effective way to learn to read and spell is with a systematic and evidence-based structured teaching approach. Delivered by our team of expertly trained Speech-Language Therapists, we choose Sounds~Write™ - a gold standard, evidence based programme supporting reading, writing and spelling.
What is Structured Literacy?
Structured Literacy is an approach to the teaching of reading, writing and spelling. It is backed by evidence-based research about the way the brain learns to read. Structured literacy approaches emphasise highly explicit and systematic teaching of all important components of literacy. These components include both foundational skills (e.g., decoding, spelling) and higher-level literacy skills (e.g., reading comprehension, written expression). Structured literacy also emphasises oral language abilities essential to literacy development, including phonemic awareness, sensitivity to speech sounds in oral language, and the ability to manipulate those sounds.
"If a child memorizes ten words, the child can read only ten words, but if a child learns the sounds of ten letters, the child will be able to read 350 three sound words, 4320 four sound words and 21,650 five sound words" (Dr Martin Kozloff, 2002)
Who can benifit from Structured Literacy?
All young readers benefit from a Structured Literacy approach to learning to read and write. However, it is especially relevant to those who may have diagnosed (or undiagnosed) learning difficulties, or are falling behind in their learning at school. Structured Literacy interventions are ideally begun in the early years of primary school, though the approaches remain relevant throughout a child’s learning journey.
Your child may benefit from personalised tutoring based in Structured Literacy if:
- - they dislike reading and writing because they believe they can not do it!
- - they try their hardest, and are diligent students who are not making progress in their literacy development
- - they are already giving up on learning in the early years of schooling and are becoming disengaged
- - they are acting out in frustration or boredom in the classroom and around homework tasks
- - they are unsure of the sounds that letters make, even once this has been taught at home and/or school. Similarly, they are not able to ‘sound out’ or ‘chunk’ words to read and/or write
- - they commonly switch letters around in words, including transposing letters in their own and family members’ names, or other day-to-day words you may expect them to have learnt already
- - they seem to be falling behind their peers, or are acquiring reading and writing skills more slowly in comparison to their siblings despite the same or similar supports at home
- - you just feel like there’s something missing in their literacy development, but are unsure what this is