What is SOR?

The Science of Reading (SOR) is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.

The science of reading is derived from researchers from multiple fields:

Cognitive Psychology
Communication Sciences
Developmental Psychology
Education
Implementation Science
Linguistics
Neuroscience
School Psychology

What is Structured Literacy?

Structured Literacy instruction is the teaching approach that follows the Science of Reading. It is systematic and cumulative. Systematic means that the organization of material follows the logical order of the language. Cumulative means each step must be based on concepts previously learned. Structured Literacy instruction is explicit and requires the deliberate teaching of all concepts with continuous student-teacher interaction. It is not assumed that students will naturally deduce these concepts on their own. A structured literacy teacher must be adept at individualized instruction. That is instruction that meets a student’s needs. The instruction is based on careful and continuous assessment, both informally (for example, observation) and formally (for example, with standardized measures). The content presented must ultimately be mastered to the degree of automaticity. Automaticity is critical to freeing all the student’s attention and cognitive resources for comprehension and expression.

Orton-Gillingham and Structured Linguistic Literacy, which are explained in detail below, are both Structured Literacy approaches that follow the research of the Science of Reading.

Information from Reading Rockets

What is Orton-Gillingham?

The Orton-Gillingham approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia.

Samuel Orton was a neuropsychiatrist and pathologist. He was a pioneer in focusing attention on reading failure and related language processing difficulties. Anna Gillingham was a gifted educator and psychologist. She compiled and published instructional materials as early as the 1930s which provided the foundation for student instruction and teacher training in what became known as the Orton-Gillingham approach.

The Orton-Gillingham approach is focused on the learning needs of the individual student. Orton-Gillingham (OG) practitioners design lessons and materials to work with students at the level they present by pacing instruction and aligning materials to their individual strengths and weaknesses.

Information from Orton-Gillingham Academy

What is Structured Linguistic Literacy?

The Structured Linguistic Literacy approach begins instruction with a word, breaking each word into its individual sounds, providing the letter(s) that represent the sounds (spelling), and then blending those sounds back together to read the word. Reading and spelling are taught in the same activity and with the same process since these processes are reversible and utilize the same code. For emerging readers, once the simple code (1 letter representing 1 sound) is taught and applied, they move on to instruction in the more complex code. Words containing the complex code utilize concepts that are unique and common in English:

1, 2, 3, or 4 letters spell a sound (am, she, sigh, dough).
The same sound can be spelled in many ways (/s/: sit, miss, nice, horse, cent, listen)
The same spelling can represent different sounds (‘s’: /s/ in ‘sun’, /z/ in ‘is’, /sh/ in ‘sure’)

Many spellings for a sound can be taught at once, even to emerging learners, once they have been taught the simple code. Similarly, many sounds that go with the same spelling can also be taught. Patterns are emphasized, and application to accurate reading in text and accurate spelling in writing is part of instruction. With the Structured Linguistic Literacy approach, there is an abundance of multisyllabic word instruction, especially words with 3 syllables or more. These multisyllabic words are taught explicitly, early in instruction, and regularly for learners. This instruction with multisyllabic words facilitates vocabulary by teaching prefixes, suffixes, and root words in context. Mastery of concepts and skills is obtained over time with instruction that spirals and interleaves what has been learned by the student to help advance further learning.

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