Multisensory Structured Literacy

A Research-Based Plan for Teaching Reading


Even students with severe reading disabilities can make substantial progress in word-level reading skills with research-based instruction.  This research  overwhelmingly supports the use of  three key elements in successful reading intervention:

Kilpatrick, D. (2015) Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Hoboken, NJ: John Wiley & Sons Inc., p. 304.

The Foundational Skills:  Phonological Awareness, Phonics, Fluency

Phonological Awareness

Phonics

Assess Phonics: QuickPhonicsScreener.pdf 

Sight Word Fluency Passage Reading Fluency

Assess Fluency: https://www.easycbm.com/

What's the goal? 

Multisensory Structured Literacy in the Foundational Skills (Phonological Awareness, Phonics, Fluency) while providing accommodations to support students' oral vocabulary growth and listening comprehension skills.  

Given explicit, systematic instruction in structured literacy strategies, XXX will read XX grade passages at a rate of XXX (e.g., 135) words per minute and XX% (e.g., 97%) accuracy. 

Given explicit, systematic instruction in structured literacy strategies, XXX will read XX grade passages and retell the sequence of events with 80% accuracy on 4 of 5 trials.   

More resources:  International Dyslexia Association handbook for teachers: https://structuredlit.wpenginepowered.com/wp-content/uploads/2015/01/DITC-Handbook.pdf

PART 1: Phonological Awareness (until mastered)

Part 2:  Phonics - The 6 Syllable Types

The 6 Syllable Types - Lessons and Resources

Closed  

PPT: Introduction Lesson:  Short Vowel Hand Signals, CLOVER, Syllable Types, Closed Syllables

(Download the PPT and adapt to your teaching style.  Click on Slide Show and From the Beginning to view a recorded version for practice.)

ABCs of OG:

Closed: (Group 2)

Vowel review - p. 157-164

Syllable practice - pp. 171-177

Syllable Division: VC|CV - pp. 179-182

VCCCV - pp. 183-184

Multisyllabic - pp. 185-186


Reader and Workbook: 2.27-2.31 

Silent-e

ABCs of OG:

Silent-e: (Group 3)  pp. 199-209 


Reader and Workbook: 3.8 

Open

ABCs of OG: 

Open (including Y as vowel - Group 4)

pp. 239-242

Syllable Division: V|CV       VC|pp. 243-246

Review - Closed, Silent-e, Open Syllables pp. 247-248

*Go back and teach y as a vowel on p. 235 and pp. 249-252


Reader and Workbook:  4.7-4.10   &  4.6 and 4.11

Vowel Teams

ABCs of OG: 

Vowel Teams: (Group 5) pp. 333-342

Syllable Division: VV 


Reader and Workbook:  5.2-5.3 

R-Controlled

ABCs of OG: 

R-Controlled (Group 5): pp. 343-367

*-tion/-sion pp. 369-376


Reader and Workbook:  5.5-5.11  & 5.12-5.13

Consonant-le

ABCs of OG: 

Consonant-le: (Group 6): pp. 

Syllable Division: C-le 

 Reader and Workbook:


Part 3: Fluency


Great Leaps - Sight Word Fluency and Passage Fluency 

https://sway.office.com/oxHcxgvdebHBvmoY?ref=Link

Make your own FLUENCY DRILLS:

Fluency Charts (including the Sight Word Randomizer)