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.
books, written at an early-third-grade level. However, assessments in Curtis’s file showed that he had difficulty decoding many one-syllable word patterns, such as unfamiliar silent e words (e.g., tame, stripe), but his ability to read common sight words was relatively good. He also had poor spelling skills, and because he often
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