Information on Professional Development Training in Structured Literacy in New Zealand for Parents
As the school year starts, many parents are preparing their children for a new school year: a new teacher, a new classroom, and for the first time in many New Zealand schools, a new approach to literacy. This year marks a pivotal change as New Zealand schools increasingly adopt a Structured Literacy approach to teaching literacy (reading, spelling and writing)
For parents, the term “Structured Literacy” might seem unfamiliar or even confusing. It’s important to understand that Structured Literacy is an evidence-based approach endorsed by the International Dyslexia Association (IDA). The Ministry of Education also use the term Structured Literacy as well as Structured Literacy approaches and A Structured Approach to Literacy.
At Dyslexia Evidence Based (DEB), we recommend aligning with the IDA Structured Literacy framework as a clear and effective guide. The IDA’s framework lays out essential principles and practices to meet the needs of all learners, including those with dyslexia.
Understanding the Frameworks: IDA vs. RTI
The Ministry of Education in New Zealand currently uses the Response to Intervention (RTI) model, which categorises learning support into three tiers:
Tier 1 – Universal: Evidence-based literacy teaching and learning. For learners experiencing difficulties, plan to provide:
- specific, targeted teaching as part of the learning programme
- frequent progress monitoring
- flexible groups for differentiated learning.
Tier 2 – Targeted: More deliberate and direct approaches to support learners, whānau, and educators. Typically taking place alongside peers, these more targeted small-group supplementary supports include:
- intensive instruction in identified area(s) of need, sometimes from a support teacher
- frequent individual progress monitoring
- extra support, which may be 2–3 hours a week.
Tier 3 – Individualised/Tailored: More tailored supports for the specific needs of learners, within their contexts.
This teaching approach is personalised, multisensory, structured, and sequential. Individualised support may include programmes supported by specialist teachers such as Resource Teachers of Literacy and Resource Teachers of Learning and Behaviour. While the RTI model is a useful framework for addressing various learning needs, it does not specifically outline the skills and instructional methods required to support dyslexic learners.
This is where the IDA framework for Structured Literacy can play a crucial role. The IDA framework not only aligns with RTI but also provides detailed guidance on the explicit, systematic instruction, the how but also the why and the what which is essential for children with dyslexia.
The IDA framework also categorises support into three tiers and provides detailed guidance on the instructional methods and components required for literacy success:
The “Who,” “What,” and “How” of Structured Literacy
The “Who”:
- Tier 1 (Universal): Delivered by general education classroom teachers to all students.
- Tier 2 (Targeted): Implemented by general or special education teachers, reading specialists, or intervention personnel for students needing additional support.
- Tier 3 (Individualised/Tailored): Conducted by dyslexia specialists or special education teachers for students with significant learning challenges.
The “What“: Instructional content integrates the domains of language essential for reading (word recognition and comprehension) and writing (handwriting, spelling, and composition).
Word Recognition/Handwriting & Spelling Comprehension/Composition
- Phonemes Graphemes
- Syllable & Stress Patterns
- Vocabulary/Background Knowledge
- Text Structure
- Sentence Structure/Grammar
- Morphemes
- Orthographic Conventions
- Critical Thinking
- Integrated Language, Reading & Writing Instruction. Supporting Automaticity, Fluency & Reading Proficiency
The “How”: Instruction follows explicit, systematic, and cumulative principles:
Essential principles of instruction guide how content is taught for both reading and written expression. These principles are beneficial for all students and necessary for struggling students.
Direct & Systematic Mastery Oriented
- Cumulative
- Explicit
- Data Driven
- Highly Interactive
- Targeted Prompt Feedback
- Planned, Purposeful Instructional Decisions for Tasks and Text
- Sequential
- Multimodal
- Scaffolded
Professional Development: Where Are We Now?
By 2025, all schools in New Zealand will be teaching literacy through a Structured Literacy approach. However, professional development (PD) for teachers is being rolled out in phases:
- Years 1-3 Teachers: Most have already started or completed PD focused on Structured Literacy for early learners. This training equips teachers with the tools to implement Tier 1 instruction effectively.
- Years 4-8 Teachers: Starting in Term 1 of this year, teachers of older students will begin their training on how to implement Structured Literacy in upper primary and intermediate years.
While this is a positive step, it’s critical to note that the current PD focuses primarily on Tier 1 (Universal) and touches on Tier 2 (Targeted). There remains a significant gap in training designed for Tier 3 (Individualised/Tailored) instruction—the level of support required for dyslexic learners and others with persistent literacy challenges.
What Parents Need to Know?
Not all Structured Literacy providers are equal, nor do they teach the same content or recommend the same scope, sequence, and resources. Additionally, the providers teaching Tier 1/Universal are not consistent in their methods or effectiveness, which further complicates the landscape for parents seeking the best support for their children.
This variation can also make it even more challenging for parents to navigate the school supports available for their child. That’s why asking specific questions and understanding the challenges of Structured Literacy for dyslexic students is so important.
- What does Structured Literacy mean for my child? Structured Literacy uses explicit, systematic, and cumulative instruction in phonology, sound-symbol association, syllables, morphology, syntax, and semantics. It’s proven to benefit all learners, particularly those with dyslexia.
- Will my child’s teacher be trained to meet their needs? While many teachers are receiving foundational training, the level of expertise required to support Tier 3 learners is not yet widespread. DEB advocates for more comprehensive training for educators working with children who need individualised/tailored support.
- What should I ask my school? Inquire about your child’s teacher’s training in Structured Literacy and whether the school provides targeted or individualized interventions. Ask how the school monitors progress and adjusts instruction for students with dyslexia. Additionally, ask what scope and sequence, decodable books, and resources are being used to support older dyslexic students. Inquire about the assessments used to evaluate reading, oral language, phonemic awareness, handwriting skills, spelling, writing skills, listening, and reading comprehension, ask what adjustments are being made for your child to accommodate mainstream assessments.
Advocacy for Tier 3 Funded Training
DEB is advocating for professional development that goes beyond the basics of Structured Literacy. For Tier 3 instruction, teachers need specialised training, including:
- A minimum of five days of face-to-face training.
- A 12-month accreditation or qualification in Structured Literacy like the accreditations the IDA and ADA offer training providers like IMSLE, Learning Matters and LETRS.
- Ongoing professional support to ensure mastery of instructional techniques.
This level of training is essential to provide dyslexic students with the support they need to thrive. Parents, educators, and advocates must continue to push for this investment in our children’s future.
Looking Ahead
The move toward Structured Literacy in New Zealand schools is an exciting development, but it’s only the beginning. My understanding is the Ministry of Education (MoE) is working on professional development (PLD) for Structured Literacy tailored to Tier 3 instruction, and I remain optimistic that we will receive updates on this in Term 1.
However, we still need to keep advocating for training, fully funded teachers, and funded resources specifically for Tier 3 learners. As parents, you can play a vital role in ensuring your child’s needs are met. By staying informed and educating yourself, we can help create a future where every child has access to what they need to succeed.
References
https://inclusive.tki.org.nz/assets/Uploads/Response-to-Intervention-Tiered-Support-Model.pdf
https://dyslexiaida.org/idas-75th-anniversary-edition-of-perspectives/
Written by Sharon Scurr on the 14th of January 2025