Educators always strive to empower their students with the skills necessary for a lifetime of learning and communication. The task becomes all the more challenging when faced with the diversity of each student’s needs in the classroom.
Structured Literacy, a term created by the International Dyslexia Association, embraces evidence-based methods rooted in the Science of Reading. Aligned with Orton-Gillingham, this approach to instruction explicitly and systematically introduces oral and written language skills through a dedicated sequence of…
Orton-Gillingham has long been associated with dyslexia. However, it is an approach that supports the Science of Reading Movement and Structured Literacy in every classroom.
It’s Launch Day! Introducing Our New IMSE Impact Structured Literacy Programs. Based on the latest Science of Reading research, IMSE Impact Professional Development and Classroom Programs build upon IMSE’s 25+ year track record of success.
Students fell behind in reading this past year, and schools are looking to make up the difference. But, they can also use it as an opportunity to reimagine the way they teach reading—specifically, through structured literacy.
Structured Literacy is an approach that provides a framework to include both the principles (how we should teach) and the elements (what we should teach).
The widespread adoption of Structured Literacy can ensure that students are equally exposed to important foundational literacy skills in a sequential, systematic, and cumulative way.
Structured Literacy™ is a term created by the International Dyslexia Association in 2016 to help unify the names of the researched approaches to reading, including Orton-Gillingham, phonics-based reading instruction, systematic reading instruction and synthetic phonics.
