Discourse in Structured Literacy: What It Is, Why It Matters (Especially for Dyslexia), and How to Teach It in OG Lessons
There is a moment many of us have seen. A student reads a decodable passage accurately. Maybe even fluently. Then you ask, “So what happened?” You get a blank stare. Or you hear a retelling that sounds like random sentences. That gap is what’s known in structured literacy as discourse.
In many structured literacy frameworks, discourse is named as one of the language systems teachers need to understand. The International Dyslexia Association explains that structured literacy addresses language at all levels, including sentences, paragraphs, and discourse within longer texts. They define discourse as units of language larger than a single sentence.
So what does that look like in real classrooms? And how do we teach it without turning OG lessons into something that feels too long?
What Is Discourse in Structured Literacy
Discourse is connected language across sentences. It is how we organize, link, and communicate ideas in conversation, retells, explanations, summaries, and longer writing. A simple way to explain it is this. Syntax is how a sentence works. Discourse is how sentences work together to create a clear message.
IDA Knowledge and Practice Standards state that teachers should understand discourse alongside phonological, orthographic, semantic, and syntactic systems. All of these systems work together when students read and write.
Why Discourse Shows Up in Structured Literacy
Structured literacy is not just phonics done well. Reading comprehension depends on word recognition and language comprehension.
#1 The Simple View of Reading
The Simple View of Reading shows that comprehension is the product of decoding and language comprehension. If either side is weak, comprehension suffers.
#2 Scarborough’s Reading Rope
Scarborough’s Reading Rope also makes this clear. On the language comprehension side, structures include sentence and text structures. That is discourse.
When we teach cohesion, pronouns, and text structure, we strengthen the language comprehension strands. Research on text structure instruction shows positive effects on comprehension and recall.
If you want to hear more about how language comprehension fits into literacy instruction, this episode of the Together in Literacy podcast is a helpful listen. It explains how oral language and comprehension connect to structured literacy in real classrooms.
Why Discourse Is Especially Important for Students With Dyslexia
Dyslexia is primarily a word-level difficulty. That is why structured literacy is essential. The International Dyslexia Association states that structured literacy is the most effective approach for students with dyslexia and related reading difficulties.
However, word-level struggle can create a bottleneck for meaning. When decoding takes a lot of effort, students may struggle to hold ideas across sentences. They may lose track of pronouns. They may list events instead of summarizing. Many students with dyslexia also read less because reading is hard. This limits exposure to rich syntax and text structures.
That is why discourse in structured literacy should live inside your OG lessons. We teach decoding explicitly. We also teach students how to connect language across sentences in speech and writing.
If you are looking for a way to combine decoding practice with connected language, consider using a reader’s theater. This Phonics-Based Reader’s Theater is a great option! It gives students practice with phonics and spelling rules while also building fluency and expressive language. When students perform text and explain what is happening, they are practicing discourse. It’s a win-win!
Syntax instruction also supports discourse. Strong sentences support strong paragraphs. If you want book ideas for teaching syntax, this article shares five great options. Teaching sentence structure makes it easier for students to connect ideas across sentences.
If you want deeper support in structured literacy, the Building Readers for Life Academy offers ongoing training and classroom ready tools. You can learn more at https://www.buildingreadersforlife.com/academy. If you want to try it, you can join for one dollar for the first thirty days using this link https://www.buildingreadersforlife.com/offers/pvD4z8e9. Coaching and community can make it much easier to see how discourse fits into your daily lessons.
Why Some Kids Struggle With Discourse Even When Phonics Is Improving
Discourse in structured literacy is demanding. It requires language, thinking, and organization. Some students have oral language weaknesses. They may struggle to organize ideas or understand meaning across sentences. IDA notes that oral language is a strong predictor of later literacy.
Working memory also plays a role. Students must hold ideas in mind while choosing what matters and putting them in order. Some students have weak knowledge of text structure. They may not feel story grammar or understand cause and effect. The good news is that text structure can be taught. When comprehension problems are not explained by decoding, they are often tied to broader language weaknesses.
Discourse Can Fit Inside OG Lessons
You do not need a separate block. Discourse in structured literacy can fit right inside your OG lessons. You need small routines that fit into reading, dictation, sentence work, and rule application. After reading a short text, ask for a one-sentence gist. Practice a three-event retell using first, next, and last. Require students to use because or so when explaining their thinking.
During word study, ask students to explain a rule. “I spelled it this way because.” “I changed this so.” These short explanations build academic language and reasoning. You can also reorder mixed sentences from a text and ask students to explain why the order makes sense. That is discourse practice. It is also highly diagnostic. Small routines done consistently lead to big growth.
Simple, Practical Discourse Routines for OG Lessons
1) The Discourse Retell Ladder (10 minutes)
Use a short controlled text and choose one rung (or climb over time):
- One-sentence gist: “This part is mostly about ___.”
- 3-event retell: “First ___. Then ___. Last ___.”
- Add cohesion: require 3 connectors (because/so/but/after/then)
- Reasoning add-on: “I think ___ because ___.”
This builds connected language with explicit structure—perfect for students who ramble or freeze.
2) “Glue Words” Spotlight (3–5 minutes)
Teach 1–2 connectors per week and reuse them everywhere:
- Time: first, next, after, finally
- Cause/Effect: because, so
- Contrast: but, however
Students reread and retell using at least three.
3) Add-a-Sentence Expansion (5–7 minutes)
Start with one controlled sentence from your lesson (decodable-friendly if needed). Students add:
- a because sentence (reason)
- a so sentence (result)
- a but sentence (contrast)
- a then sentence (sequence)
Now you’ve built a mini “paragraph” without asking for a full paragraph.
4) Sentence Surgery for Coherence (6–10 minutes)
Give 4–6 short sentences from the text in mixed order. Students:
- reorder them
- add 2 transitions
- explain why the order makes sense
This is discourse practice disguised as a puzzle (and it’s incredibly diagnostic).
5) Pronoun + Referent Tracking (3–6 minutes)
Circle pronouns (he, she, they, it) and draw arrows to the noun they refer to.
Then retell with clarity: “He” can’t float around without an anchor.
6) “Explain the Rule” Discourse (2–4 minutes)
During spelling generalizations or word study:
- “I spelled/read ___ because ___.”
- “I changed ___ so ___.”
- “I didn’t choose ___ because ___.”
This builds academic language + reasoning while reinforcing your OG content.
7) Text Structure Mini-Frames (5 minutes)
Use one frame depending on the text type:
Narrative: Somebody–Wanted–But–So–Then
Informational: Main idea–3 details–Why it matters
Cause/Effect: Because–So–Therefore
Text structure instruction has research support for improving comprehension, and these frames make it accessible and repeatable.
An Easy Implementation Plan
Choose one discourse focus per week during structured literacy. Practice sequencing for one week, then cause and effect the next. Then contrast. Then, pronoun clarity and cohesion. Use that focus after reading and during word study. Keep it simple. Keep it consistent.
Discourse helps students connect ideas across sentences. It helps them retell, explain, summarize, and write clearly. For students with dyslexia, this support is powerful. It helps their decoding skills turn into real understanding and communication.
