Building Systems That Support All Readers
Insights with Dr. Tim Odegard
In today’s literacy landscape, knowing what to teach isn’t enough. Educators need both knowledge and support systems to reach every learner—especially those who need it most. In the latest episode of Literacy Talks, hosts Stacy Hurst, Donell Pons, and Lindsay Kemeny dive into Dr. Tim Odegard’s article, “Structured Literacy: The Backbone of a Robust Literacy Ecosystem“, explores how Structured Literacy fits into a Multi-Tiered System of Supports (MTSS).
With a blend of research-backed insight and real classroom reflections, the episode examines how schools can move from fragmented efforts to integrated, intentional support systems that create better outcomes for students.
What Is MTSS—and Why Does Structured Literacy Matter?
A Multi-Tiered System of Supports (MTSS) is designed to support the academic, behavioral, and social-emotional needs of all students through a system of tiered interventions. Structured literacy, grounded in decades of research and aligned with the Science of Reading, is essential within this framework—especially when implemented consistently across all tiers of instruction.
In Dr. Odegard’s words:
The beauty and power of Structured Literacy is the intricate weaving together of critical reading-related skills through direct and comprehensive instruction.
This emphasis on integration—rather than isolated components like phonics or vocabulary—underscores the importance of a whole-system approach.
The “Magical Intersection” Where Learning Happens
One of the most memorable moments in the episode is a quote from Odegard that encapsulates the ideal conditions for student growth: Learning happens at the magical intersection of teacher-facilitated student engagement with oral and written language, instruction, and practice.
Learning happens at the magical intersection of teacher-facilitated student engagement with oral and written language, instruction, and practice.
The hosts highlight this as a powerful reminder: instruction alone isn’t enough. Engagement and intentional practice, guided by a skilled teacher, are key ingredients in effective learning.
Lindsay Kemeny emphasizes the importance of supporting teachers in achieving this intersection: “We need professional development, coaching, and the right tools to make that magic happen in real classrooms.”
Oral Language: The Often-Overlooked Foundation
While Structured Literacy is often associated with phonics, decoding, and comprehension, the Literacy Talks hosts shine a spotlight on a critical component that often receives less attention—oral language.
Many students, especially English learners or those with developmental language disorders, arrive in classrooms with significant oral language deficits. As Kemeny notes, “Written language is easier for me to support as a teacher. But when a student can only speak in two- or three-word sentences—it’s hard to know how to help.”
The hosts agree: more training, tools, and collaboration with speech-language professionals are needed to help teachers feel confident supporting oral language development.
Integration Over Isolation
Structured Literacy is not a set of disconnected instructional blocks. Instead, it should be delivered in a way that allows components—phonics, fluency, vocabulary, comprehension—to interact and reinforce each other. Kemeny explains:
Yes, I have a phonics block. But in that block, I’m also supporting vocabulary, fluency, and comprehension. Then, in my read-aloud or writing block, I loop back in what we’ve practiced. Integration is intentional—it just takes planning.
Donell Pons, an intervention specialist, adds that for older students, especially those who’ve struggled for years, integration becomes even more vital. “They don’t need isolated skill drills. They need targeted, connected practice that lets them apply skills in meaningful contexts.”
Understanding the Tiers: Tier 1, Tier 2, and Tier 3 Instruction
Structured Literacy is most effective when implemented across all levels of MTSS. Here’s how the hosts break it down:
Tier 1: Universal Instruction
- High-quality Structured Literacy delivered to all students.
- Includes differentiation within the classroom.
- Should be strong enough that 80% of students are meeting benchmarks.
“Every student is a Tier 1 student,” says Kemeny. “Even if they receive additional support, they still need solid core instruction.”
Tier 2: Targeted Intervention
- For students who aren’t meeting grade-level expectations.
- Delivered in small groups, often with increased intensity and frequency.
- Aligned with Tier 1 content to support student growth.
Dr. Odegard refers to Tier 2 as a “triage” level, where students are identified early and provided with intervention before falling further behind.
Tier 3: Intensive Support
- For students whose response to Tier 2 was insufficient.
- Often delivered individually or in very small groups.
- Requires skilled instructors with deep knowledge of Structured Literacy.
Kemeny cautions against assuming Tier 3 means special education.
It can be—but it doesn’t have to be. It just means they need more intensity.
Time and Dosage: The Invisible Barrier
One theme that recurs throughout the episode is the challenge of time—both in terms of providing enough intervention and ensuring instructional minutes are maximized. Donell Pons said,
You think a student is getting 30 minutes a day, but by the time they transition, settle in, and deal with a disruption, they may only be getting 15 minutes of real instruction.
To address this, the hosts suggest:
- Tracking actual instructional minutes.
- Tightening transitions.
- Ensuring that interventionists are well-trained.
- Aligning intervention content with core instruction.
Assessment: The Thread That Ties It Together
A well-functioning MTSS framework relies on timely, actionable assessment data. Stacy Hurst reminds us:
The entire point of universal screening is to identify students who are at risk for not meeting benchmarks—early enough to intervene effectively.
The team outlines the core types of assessment:
- Universal screening: For all students, 3+ times a year.
- Diagnostic assessment: To identify specific skill gaps.
- Progress monitoring: To evaluate whether interventions are working.
Kemeny puts it bluntly:
There’s no point in testing if you’re not going to use the data to make changes.
Professional Development and Systemic Support
One of the clearest takeaways from both Dr. Odegard’s article and the episode is that systemic change requires systemic support. Teachers need:
- Initial and ongoing training in Structured Literacy.
- Time to collaborate and plan.
- Opportunities to connect with specialists.
- Clarity on how MTSS functions in their school or district.
As Pons notes,
MTSS isn’t just about academic support. It should also include behavior and emotional support systems. But many schools are missing that integration.
Final Thoughts: Start With What You Can Control
The Literacy Talks hosts recognize that educators can’t fix every systemic issue—but they encourage listeners to start with what’s within reach. Hurst says,
If we respond to data, align instruction, and communicate across tiers, we can make real progress.
And ultimately, Dr. Odegard puts it this way, “Structured literacy becomes powerful when it’s part of a system—one that supports students from all sides.”
Key Takeaways
- Structured literacy should be integrated across all tiers of MTSS—not isolated or optional.
- Teachers need more support, training, and collaboration to deliver high-quality instruction.
- Oral language deficits require attention, tools, and partnership with SLPs.
- Time-on-task and quality of instruction matter as much as quantity.
- Assessments must lead to responsive instruction—not just data collection.
- MTSS isn’t complete without attention to social and emotional needs, especially for struggling readers.
Want more from this conversation?
🎧 Listen to the full episode of Literacy Talks featuring Dr. Tim Odegard’s work—available wherever you get your podcasts.
📚 Explore our latest resources on Structured Literacy and MTSS.
