From pre-K through third grade, Jonah ranked in the bottom 5% of his class. Today, he’s a high-achieving high school student recognized for leadership and creativity, and he’s determined to help teachers get the training they need.

In 2018–19, Poway’s Special Education Department adopted IMSE’s Orton-Gillingham Plus (OG+) curriculum, ushering in a new era of student success.

Michigan-based school district, Stockbridge Community Schools, recently implemented IMSE’s literacy instruction based on the science of reading to provide students with better support. Since the school has seen drastic improvements in students’ reading scores, other schools and districts are starting…

Value Schools, a Los Angeles-based charter organization, implemented IMSE’s Structured Literacy approach to improve the literacy outcomes of all students.

IMSE is introducing six new programs that will bring our acclaimed Structured Literacy programs and PD to teachers and districts to make an even greater impact on student outcomes. Across the board, these new offerings are crafted for teachers by…

By combining IMSE courses with embedded literacy coaches, Wyandotte Public Schools provided several layers of support to teachers and allowed students to quickly build literacy skills.

Studies show that 95% of students can learn to read when taught with a Structured Literacy curriculum.

Structured Literacy is based on the science of reading – a proven approach to teaching students at every level how to read.

Understand the differences between Structured Literacy and Balanced Literacy to set every student up for reading success.

Structured Literacy teaches components of reading and literacy that are essential for students at all tiers to learn how to read.

In 2016, the International Dyslexia Association coined the term Structured Literacy as a category for evidence-based approaches of explicit instruction, such as Orton-Gillingham, synthetic phonics, phonics-based reading instruction, and systematic reading instruction.

Manlius Pebble Hill School (MPH) is an independent pre-K-12 school in Syracuse, New York, with a commitment to evidence-based teaching practices.

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.

In the 1980s and 1990s, there existed a debate revolving around the question: What is the best approach to teaching reading?

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.