Both approaches use phonics — the real difference is how central and systematic it is, versus being one tool among several including picture and context guessing.
| Structured literacy | Balanced literacy | |
|---|---|---|
| Phonics teaching | Explicit, systematic, planned sequence | Present, but often less systematic |
| Texts used | Decodable — match what's been taught | Often "levelled" — mixed decoding demands |
| Guessing strategies | Actively discouraged | Sometimes encouraged (picture/context cues) |
| Best evidence for | Most children, especially at-risk readers | Debated — less consistent evidence |
Why the distinction matters
For children who pick up reading easily, the approach may matter less. For the substantial share who find decoding harder — including many with dyslexia-type profiles — the difference between explicit, systematic teaching and a looser mixed approach can be the difference between steady progress and years of struggle. See our science of reading overview for the underlying research.
How to find out which one your school uses
Ask two direct questions: "Is phonics taught in a planned, sequential order?" and "Are children encouraged to guess unfamiliar words from pictures or context?" A structured-literacy classroom answers yes to the first and no to the second; a balanced-literacy classroom often answers yes to both.
Whichever approach your school uses, our full phonics blog and the phoneme map give you the tools to add explicit, structured practice at home.
Not sure where to start?
Build a free personalised phonics practice plan for your child — pick a start date and pace, we schedule the rest.