Structured Literacy

From Ohio's Dyslexia Guidebook:

Explicit and Systematic Instruction Explicit instruction is direct and unambiguous (Archer & Hughes, 2010). It can be thought of as “errorless learning” because students are supported with direct models and scaffolds to correctly perform the foundational skills that lead to reading comprehension. Systematic instruction is organized through a planned sequence that follows the logical order of the language. It focuses on the prerequisite skills needed for reading before teaching more advanced skills, taking care to not introduce skills in an unintentionally confusing way. 

Characteristics of explicit, teacher-directed instruction include:
• Breaking tasks into small steps • Sequencing skills from simple to complex
• Providing explicit models (I do it) • Teaching prerequisite skills prior to expecting advanced skills
• Using clear examples and non-examples
• Providing immediate affirmative and corrective feedback (We do it)
• Practicing to automaticity (You do it)
• Reviewing in a cumulative fashion 

Characteristics of systematic instruction include:
• Planning instruction deliberately, before it is delivered
• Building on prior knowledge
• Sequencing from simple to complex
• Progressing toward measurable learning goals