Structured Literacy at Havern

Every fall at Havern, as we prepare for the school year ahead, we look at several data points to ensure that students are placed in an appropriate small, skill-based Structured Literacy group. These data points include where students left off in the spring, MAP test scores, and Acadience data. As students progress throughout the year, we are always using the data that we collect (pre/post assessments, on-going progress monitoring data, student work samples, etc) to inform our instruction and determine if students are in appropriate groups. 

A Guide for Parents: Understanding Structured Literacy

When your child is learning to read — especially if they are dyslexic, have ADHD, are autistic, or otherwise neurodivergent — the type of reading instruction they receive truly matters. At Havern, we prioritize evidence-based structured literacy approaches. 

You may have heard us use terms like Orton-Gillingham, Wilson, or Fundations and wondered: Are these the same thing? Is one better than the others? Why does Havern use one over another? 

The Big Picture — Structured Literacy

All three are grounded in structured literacy, which is the gold standard for teaching students with dyslexia and other language-based learning differences.

Structured literacy is:

• Explicit (nothing is assumed)

• Systematic (skills build in order)

• Cumulative (constant review)

• Multi-sensory (students see it, say it, hear it, and write it)

Orton-Gillingham (OG)

Orton-Gillingham is not a packaged curriculum. It’s a teaching approach developed specifically for students with dyslexia. Think of it as a method or philosophy rather than a program. It is not a single curriculum but rather a teaching philosophy that emphasizes explicit, systematic instruction in phonics and language patterns, often tailored to each learner. 

What Makes It Unique

• Highly individualized

• Diagnostic and responsive (lessons change based on student performance)

• Multi-sensory (tapping sounds, skywriting, sand trays, etc.)

• Often delivered 1:1 or in very small groups

Best For

• Students with significant dyslexia

• Learners who need highly customized pacing

• Situations where instruction can be individualized
  

**Note: TheYoshimoto Orton-Gillingham approach builds on these same principles but provides a specific curriculum with a defined sequence of lessons, materials, and teacher training, offering a more standardized implementation of the broader Orton-Gillingham methodology. Havern teachers who run OG Groups have been trained in Yoshimoto.

Wilson Reading System (WRS)

Wilson is a specific curriculum built on Orton-Gillingham principles.

Unlike OG, it comes with:

• A structured manual

• Scripted lessons

• Specific materials

• A defined sequence (12 steps)

What Makes It Unique

• Very systematic and consistent

• Strong repetition and mastery checks

• Clear progress monitoring

• Often used in schools for intervention

Best For

• Students with dyslexia who need intensive support

• Small-group intervention

• Schools that want consistency across teachers
  

Wilson is essentially a structured, packaged way to implement OG principles.
*Havern teachers who run Wilson groups have been or are currently enrolled to receive training through Wilson Language Training Academy.

Fundations

Fundations is also created by Wilson Language Training. It is a classroom Tier 1 phonics program typically used for general education.

It uses the same structured literacy principles but is designed for:

• Whole-class instruction

• Early elementary (K–3 primarily)

• Prevention rather than remediation

What Makes It Unique

• Designed for all students, not just struggling readers

• Shorter daily lessons

• Strong phonics foundation

• Can reduce later reading difficulties when implemented well

Best For

• Building early literacy skills

• Preventing reading gaps

• Supporting neurodivergent learners

Fundations is not typically intensive enough by itself for students with moderate to severe dyslexia — those students often need Wilson Reading System or individualized OG intervention.

Similarities: What They All Have in Common

• Follow structured literacy principles

• Teach phonemic awareness explicitly

• Emphasize decoding and spelling

• Use multi-sensory techniques

• Build skills systematically from simple to complex

For neurodivergent learners, this predictability and explicitness is incredibly supportive.

What This Means for Your Child

At Havern, reading instruction is not one-size-fits-all.

• Our youngest students thrive with Fundations in their daily classroom instruction

• Some need targeted Wilson intervention

• Some benefit most from the individualized Orton-Gillingham approach 

The important thing is not the brand name — it’s that the instruction is:

• Explicit

• Systematic

• Cumulative

• Delivered consistently by trained educators

Progress may take time — especially for dyslexic learners — but when instruction is structured, multi-sensory, and responsive, growth happens.

Reading development in neurodivergent learners is a journey. With the right instructional match, students don’t just learn to read — they gain confidence, independence, and self-trust.