Transcription of Structured Literacy and Typical Literacy Practices
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Structured Literacy and Typical Literacy Practices
<sc>Council for Exceptional Children</sc> <sc>TEACHING Exceptional Children</sc>research-article2017 Structured Literacy and Typical Literacy PracticesUnderstanding Differences to Create Instructional OpportunitiesLouise Spear-SwerlingStructured LiteracyTEACHING Exceptional Children, Vol. XX, No. X, pp. 1 11. Copyright 2018 The Author(s). DOI: CounCil for ExCEptional ChildrEnIsabelle Rowe is an elementary-level special education teacher who is beginning her second year of teaching. A third grader named Curtis was recently placed on her caseload after being identified with dyslexia at the end of Grade 2. In preparation for working with him, Ms. Rowe read his file.
differences from the type of reading instruction that is common in Tier 1 general education instruction and, often, even in tiered interventions (Moats, 2017). In her readings on SL, Ms. Rowe found studies showing that SL interventions clearly improve the reading achievement of students with dyslexia (e.g., Simos
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