Balanced: Reading, spelling, handwriting, and phonics all taught separately, Is not explicit or sequential or cumulative, Students read predictive texts, Students do not have or use vocabulary related to structure of the language, Significant number of students below required curriculum level, Rote memorisation of high frequency words., beginning readers read leveled texts using the three-cueing system., students get better at reading by reading., Structured: Reading, spelling, handwriting and phonics are taught at the same time during the literacy session, Instruction is explicit, sequential and cumulative with lots of time for repetition and mastery, Students are using decodable (controlled) texts, Students are beginning to use vocabulary related to structured literacy e.g. vowels, digraphs, floss rule etc., We are expecting more students to reach the required curriculum level, high frequency words are taught according to their phonics patterns, and even irregular words are taught explicitly, students get better at reading by learning and practicing the code.,

Balanced or Structured Literacy?

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