What does online Structured Literacy instruction look like?
An online session can bring explicit teaching, language investigation, and supported practice into a shared space. The important questions are what is being taught, how the learner can participate, and what evidence will guide the next step.
Make the purpose and the language visible.
Structured Literacy describes both instructional content and teaching principles. It includes the relationships among speech sounds, written forms, word structure, vocabulary, sentences, and connected text. Teaching is explicit, systematic, cumulative, and responsive to the learner. These principles apply to the instruction, not to a particular video platform. Read IDA’s overview.
At Lokahi Connect, an instructional plan connects these areas to the learner’s knowledge and goals. A session can include a teacher explanation or model, supported practice, comparison of examples, and an opportunity to use an idea in another context. Inquiry does not leave the learner to infer every concept without teaching.
In the Lokahi WORD Project, Structured Word Inquiry and the Four Questions provide flexible ways to investigate language. A learner may begin with a spelling question, a pronunciation, or an interpretation of a sentence. We revisit relevant relationships rather than prescribe one starting point for everyone. SWI does not replace the comprehensive teaching or specialist judgment a learner may need.
A possible learning conversation.
“Can you move the meeting?”
Imagine an adult reading this message while deciding how to reply. Does the writer want a different time, a different place, or something else? The sentence alone leaves that question open. A calendar note or the surrounding conversation may help; if it does not, asking for clarification is a reasonable response.
Stephanie could make the message and two possible replies visible, explain how added wording makes the request more specific, and invite the learner to compare them. Reading or spelling instruction can address a relevant word, then reconnect with the complete message. A learner might explain aloud, type, point to a choice, or use another agreed communication route.
This illustrative example shows one possible conversation. A child might explore instructions for a game; a teenager might work on a school project; an adult might bring a message or text from everyday life. The learner’s interests and goals guide the choice.
Make participation work for you.
- Agree on access: discuss pacing, visible directions, print size, ways to respond, and the demands of the device before deciding whether online sessions fit.
- Keep a clear purpose: name what is being investigated and why it connects to the learner’s goal. Offer a manageable next step and room for questions or revision.
- Review more than correctness: consider the response, explanation, supports used, and performance with another example. A supported answer and an independent response provide different evidence.
We review learning over time, considering what the learner can do, which supports help, and where more teaching or practice is useful. Goals and supports can change as we learn more.
Questions to bring to a consultation
- What language knowledge or learning strategy would we work on, and why?
- How would you adapt the task if speaking, typing, reading, or using the screen became a barrier?
- How would we review progress and decide whether to change the plan?
- What materials, preparation, and communication are included?
Sources and scope
International Dyslexia Association: Structured Literacy supplies the general instructional background. The service description follows Lokahi Connect’s approach and current services. The example is original and illustrative. This guide offers educational information; it does not provide diagnosis or individualized clinical advice.
Talk about your next step.
A free 30-minute online consultation with Stephanie can help you discuss your goals, questions, and whether Lokahi Connect’s educational support fits what you are looking for. An inquiry does not reserve an appointment or enroll you.
Share your adult contact details and general goals in the inquiry. Please leave out other people’s names, diagnoses, evaluations, and confidential records. Inquiry privacy.