Teaching Year 4-8
This module focuses on structured literacy teaching at the Year 4-8 level. Effective structured literacy
teaching practices are discussed, along with an oversight of teaching within the Better Start Literacy Approach.
Learning objectives
Once you've completed this module, you will be able to:
• Identify the key elements of structured literacy teaching and explain the evidence that supports its effectiveness.
• Describe the principles of Cognitive Load Theory and apply strategies to manage cognitive load in teaching, including understanding working memory and implementing scaffolding techniques.
• Implement differentiated instruction within Tier 1 (universal classroom-level) teaching to meet diverse learner needs.
• Summarise the BSLA teaching approach across year levels, from Year 4 to Year 8.
1. Key elements of Structured Literacy Teaching
These include: explicit instruction in phonics, phonemic awareness, word decoding, reading fluency, listening and reading comprehension, vocabulary, spelling and writing.
Effective instruction is characterised by clear explanations, demonstrations, and supported practice with feedback using scaffolding techniques.
Explicit instruction involves presenting material in small steps, activating prior knowledge, checking for understanding and eliciting active participation from students. Explicit instruction is particularly effective when teaching new content and skills.
What is the research evidence supporting the key elements of structured literacy teaching?
Effective explicit teaching of oral language
Effective strategies for teaching oral narrative skills include:
• Unpacking and reconstructing stories.
• Promoting active participation.
• Using multiple story exemplars.
• Using visuals to make abstract concepts, like the story structure elements, concrete.
Vocabulary teaching
Explicitly teaching children new vocabulary is important for oral language, reading and writing.
- Providing a definition of the word’s meaning in the teaching moment.
- Explicitly teaching the phonological and morphological structure of the word.
- Contrasting the word’s meaning with the word’s opposite meaning.
- Modelling the use of the word in correct context.
- Connecting the word to other related words.
- Using the word in multiple contexts.
Even though some children can learn new words with little exposure, most need to have 35 experiences with a word. Those with language difficulties need more, while those with a high working vocabulary may need less.
Effective explicit teaching in reading
Explicit, systematic instruction in phonics, phoneme awareness, and decoding skills that also integrates meaning-focused aspects of oral language, reading, and writing is the most effective approach for improving foundational reading and spelling skills.
Phoneme awareness
Explicitly teaching phoneme awareness skills is critical to children’s word decoding and spelling skills. This is most important when children are first learning to read.
2. Cognitive Load
Effective structured literacy teaching focuses on the cognitive skills children need for reading and writing success. Distracting information is removed from teaching activities, complex tasks are simplified and working memory demands of a teaching activity or learning task are carefully considered.
Germane Load is the learning itself
Extraneous Load is the structure of learning - focus on what is important, this will reduce the load
Intrinsic Load is the impact of the lesson - this reduces anxiety of what might happen or what they might have to do.
Working memory
A child's ability to learn new information is influenced by several factors, including their level of expertise in a subject area. One key consideration is the limited capacity of working memory—the part of the brain responsible for holding and processing small amounts of information over short periods.
To support effective learning, a general guideline is to introduce no more than three or four “chunks” of new information during a session.
Spaced-based learning and retrieval practice
Spaced-based learning and retrieval practice are key principles in structured literacy teaching approaches. Spaced practice involves distributing learning over time, which enhances memory retention and reduces forgetting (Noor et al., 2021; Narkhede et al., 2024).
Examples of retrieval practice include:
• Summarising or discussing sections of text that have just been read before moving on.
• Review quizzes following blocks of teaching.
• Interactive games and activities that involve memory retrieval.
Spaced based and retrieval practice strategies have shown effectiveness in various populations, including those with language disorders and memory difficulties (Haslam et al., 2011; Gordon, 2020).
Scaffolding for learning success
Two other important ways to scaffold for success in learning include:
• Simplifying the language used: Teachers can use short, simple sentences focused on the key information students require to complete a task.
• Using visual supports: Teachers can use visual aids such as pictures, graphs or visual organisers to support students' understanding of the task.
Leave nothing to misinterpretation or chance in the learning. Articulate sounds clearly so students can learn and practise with the teacher.
Explicitly teach decoding the word before reading the story. Reinforce what students say by paraphrasing what they said. Link to prior knowledge by sharing to simplify words.
4. Differentiated learning within Tier 1 teaching
Differentiated structured literacy teaching approaches include ideas to adjust content, learning processes, and teaching materials to meet diverse student needs. This might include the use of levelled reading texts, varied teaching activities to teach a new concept, and flexible grouping options. With differentiation, modifications are made in response to learner needs or preferences during and after the instruction.
BSLA teaching poutama and taumata
The scope should address the five key components of reading:
• Phonics
• Phonemic awareness
• Fluency
• Vocabulary
• Comprehension
There is no single "gold standard" scope and sequence. In fact, there are many available, which are often associated with specific approaches, programs or series of decodable readers.
BSLA Building Blocks
BSLA Year 4-8
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