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All Resources
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Partnering for Success: How One SEA Is Building Capacity to Support Effective Educator Practice
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The Alabama Coaching Framework: Ensuring a Single Approach to Coaching
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Improving Teacher Performance Through Instructional Coaching
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Reading Rockets Summer Reading
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Literacy Rich Classroom Library Checklist: An Assessment Tool for Equity
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Raising Community Program Perception/Awareness
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Webinar: Solving the Teacher Shortage Challenge
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Mississippi Public Broadcasting Classroom TV
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Research Study Review Rubric
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
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Content Start
In this article, Louise Spear-Swerling discusses the key features of structured literacy (SL) beginning with explicit and systematic instruction. The article explains why SL is an effective way to teach children with dyslexia and students who struggle with learning to read.
Information on what Spear-Swerling calls typical literacy practices (TLP) cites other types of teaching where the reading is more of the lesson focus than phonemic awareness or phonics. Tables in the article include sample activities with prerequisites, the differences between SL and TLP and different types of student oral reading errors in text.
Source
U.S. Department of Education