Overview

Supporting Coherence and Integration

Integrating structured literacy into the curriculum in a clear and practical way supports all students’ literacy development while ensuring that those with dyslexia and related reading difficulties receive the access and support they need, whether in prevention, intervention, or remediation. This integration also supports coherence in the following ways:

• Consistency and Quality: When all aspiring educators possess the necessary knowledge and skills to implement structured literacy instruction and intervention, consistent, high-quality reading instruction across schools is evident. Once in the field, educators can deepen and extend their knowledge and skills, with reflective practice playing a key role in enhancing their effectiveness. Connecticut’s Guidelines for Educator and Leader Evaluation and Support (2023) emphasizes a continuous growth model promoting ongoing professional learning and using data to refine instructional practices over time.
• Prevention and Intervention: Competencies specifically related to dyslexia enable educators to identify and address reading difficulties early, preventing long-term academic challenges. They also support Connecticut’s goals for early literacy achievement and promote the sustainability of Connecticut’s K-3 Literacy Strategy (K-3 Strategy). This comprehensive framework prioritizes culturally responsive, scientifically based, evidence based practices in reading instruction, intervention, and assessment implemented within a coordinated schoolwide or districtwide system of supports and underscores the critical role of early identification in preventing reading difficulties from becoming persistent issues (Connecticut’s K-3 Literacy Strategy). When integrated with a structured literacy approach, early identification and intervention reduces the need for more intensive remediation and improves long-term outcomes.
• Enhanced Learning Environments: When general and special educators have a shared language and knowledge about best practice, they can more efficiently and effectively collaborate to create learning environments that address the varied needs of students with dyslexia or who have other reading difficulties, so that instruction is responsive and individualized. Connecticut’s’ 2010 Guidelines for Identifying Children with Learning Disabilities  and Connecticut’s Framework for RTI highlight the significance of flexible service delivery models within a Multi-Tiered System of Supports framework to support students evolving needs at different stages of their learning.

Giving educators the right tools and knowledge they need to efficiently and effectively teach reading sets every student up for success and ensures no one falls through the cracks. The right kind of instruction can be life-changing for students with dyslexia and other reading challenges. When we use evidence-aligned practices, all students benefit, and we provide a solid foundation for all learning.

Connecticut’s vision for effective education is designed to ensure that all students are prepared for learning, life, and work beyond the classroom. Every child deserves the opportunity to become a competent and confident reader and writer, and every teacher deserves evidence-based literacy preparation and ongoing training and support to help them meet this challenge. Collaboration, curiosity, and continuous learning help us all play a part in meeting the challenge of ensuring that all students are prepared for life, learning, and work beyond school. Literacy is the gateway to success and a doorway that every child has the opportunity to walk through.