Abstract

 SHIFTING TOWARDS STRUCTURED LITERACY FOR CHILDREN WITH DYSLEXIA.

Stela Bilaj

Studente e Ciklit të dytë, viti i parë, Master i Shkencave në “Mësuesi e Gjuhës Angleze për arsimin e mesëm të lartë”

ABSTRACT

This paper explores the topic of structured literacy, a research-based approach to teaching reading and writing skills. Structured literacy is an evidence-based, multisensory approach to teaching reading that focuses on decoding, encoding, fluency, and comprehension skills. There has been increasing interest in this approach in recent years, and several scientific studies have been conducted to explore its effectiveness. Structured literacy is rooted in the science of reading, which emphasizes that learning to read involves the explicit and systematic teaching of phonology, orthography, morphology, syntax, and semantics. The paper defines structured literacy, provides a historical overview of its development, and presents evidence from research studies demonstrating its effectiveness in improving student reading outcomes. The paper also discusses the principles and practices of structured literacy instruction, including the use of multisensory techniques, explicit teaching of phonemic awareness and phonics, and guided practice in decoding and encoding. Finally, the paper examines the potential cultural and linguistic implications of structured literacy instruction, highlighting the need for culturally responsive and linguistically appropriate approaches. The report concludes by emphasizing the importance of structured literacy as a framework for teaching reading and writing, especially for students who struggle with these skills, and calling for increased attention to implementing structured literacy in teacher preparation programs and educational policy.

Keywords: structured literacy, reading skills, phonology, explicit teaching, dyslexia, writing skills