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Mixing It Up: Using the Science of Learning to Support Structured LiteracyLast year, Education Minister Erica Stanford mandated a change in literacy education by requiring the implementation of a Structured Literacy approach across Aotearoa. This new policy aims to promote greater consistency across schools and strives to provide all students with access to quality literacy instruction. And if you're feeling a mix of excitement and a bit of déjà vu, you're not alone—we've all been here before with other changes. Whether you’re cheering from the sidelines or scratching
Kia ora koutou
Thanks for sharing such a great post Jo. Corinne has nailed it! .She has succinctly explained how the Science of learning correlates with the Science of Reading and, in particular, where Structured Literacy fits.
I particularly appreciated her focus on using the Science of Learning as a foundation for effective, research-informed support. By breaking down strategies such as Retrieval Practice, Spaced Practice, Interleaving, and Feedback, she provides a clear framework to reduce cognitive overload and enhance retention.
To build on Corrinne’s points, I think Nancy Young’s Ladder of Reading and Writing is the missing piece of the puzzle.
While Corrinne explains that Structured Literacy is essential for providing quality instruction across Aotearoa, Young’s research helps us identify which students need this most:
Necessity vs. Advantage: For the 35-40% of students who find reading a challenge, the "explicit, systematic, and cumulative" instruction Corrinne mentions is a non-negotiable necessity.
The "Broad Net": For the rest of the ladder, including those who learn quickly, this structured approach remains a significant advantage, building higher levels of fluency and confidence.
Connecting the Ladder to Spaced Practice
Corrinne notes that Spaced Practice enables the brain to consolidate and store information more effectively than "cramming". When we apply this to the ladder:
For students at the bottom of the ladder: These learners often require more frequent "doses" of spaced practice to move skills like decoding into long-term memory. Without these spaced repetitions, they may experience the "frustrating journey" Corrinne alluded to.
For "natural" readers: Spaced practice helps them connect different teaching strategies and deepen their understanding, ensuring that even for them, the "new net" of Structured Literacy provides value.
By combining the how (Science of Learning strategies) with the who (Ladder of Reading and Writing), we can truly support teachers in making this a "memorable chapter" in our literacy journey.