Public knowledge base · Section 5
Systematic Literacy Diagnostic Framework
Every match is resolved against this Science of Reading and Structured Literacy hierarchy. It is published in full so teachers, reading specialists, and administrators can audit exactly how an observation becomes a recommendation.
| Diagnostic Symptom (What the Adult Sees) | Phonological Root Gap | Instructional Target & Scope | Exclusion / Risk Boundary |
|---|---|---|---|
| Child knows individual letter sounds but cannot blend into a word ('c-a-t' -> 'dog' or silence). | Phoneme Blending & Continuous Phonation | Continuous blending routines with continuous initial consonants (/m/, /s/, /f/, /n/). | Do NOT introduce stop sounds (/t/, /p/, /b/) initially; avoid visual letter tiles before oral blending is secure. |
| Student reads words accurately but word-by-word with flat, robotic expression. | Prosody & Syntactic Chunking | Phrase-cued reading, scooping lines, and echo prosody modeling on 100% decodable texts. | Do NOT use speed-drills or timer-based pressure; rate is a byproduct of automaticity, not cause. |
| Student decodes accurately but has zero recollection of narrative arc or main ideas. | Working Memory Saturation vs. Inferential Gap | Immediate paragraph-level retell scaffolds, graphic organizers, and micro-comprehension checks. | Verify decoding automaticity first; if decoding consumes >70% of working memory, comprehension fails naturally. |
| Child guesses words based on first letter or picture clues rather than sounding out. | Compensatory Three-Cueing Habituation | Picture-free decodable passages, sound-to-print mapping, and systematic orthographic mapping drills. | Strictly eliminate all context-guessing prompts (e.g., 'look at the picture', 'what makes sense'). |
Start a brief: Phoneme Blending & Continuous Phonation →Start a brief: Prosody & Syntactic Chunking →Start a brief: Working Memory Saturation vs. Inferential Gap →Start a brief: Compensatory Three-Cueing Habituation →
Origin of the baseline catalog
Foundational Systematic Intervention Series
Kits LM-101 through LM-310 are published directly by the Literacy Match Clinical Editorial Board to set the baseline Classroom Fit Standard. Every Founding Creator submission is audited against the same 8-point fit matrix and controlled word rules.
Structured Literacy & Science of Reading protocols engineered for Tier 2/3 small-group intervention. Every routine is governed by strict decodability thresholds and controlled phonological scope.
Diagnostic match pages
- 1st Grade CVC Blending: Small Group InterventionFor first graders who know letter sounds but stall when blending three phonemes.
- Phrase-Cued Reading Fluency InterventionFor accurate but word-by-word readers who need prosodic, phrased reading.
- Kindergarten Oral Blending: 1:1 InterventionTier 3 continuous-phonation blending before any print is introduced.
- Stop Picture Guessing: Decodable ResetFor readers guessing from first letters or pictures instead of decoding.
- Decodes but Can't Recall: Retell Scaffold PathVerify automaticity first, then rebuild retell with phrase-level reading.