Ros Lugg, Jan 16, 2025 11:05:35 AM
With the implementation of the structured literacy mandate in New Zealand, educators are wondering whether they need to choose between programs or if a combination can enhance their students’ learning experience. If your school is implementing BSLA or similar programs but you’re already seeing the value of StepsWeb, there’s good news—you don’t have to choose! StepsWeb and BSLA are not only compatible, but they can also complement each other effectively, leveraging their strengths to provide tailored, impactful literacy support for every learner.
This article will explore how these programs align in their principles, how to navigate differences in their scope and sequence, and why combining structured class instruction with individualised reinforcement can make a real difference—particularly for struggling learners.
We have also included some useful links at the bottom of this article to help you implement these effective strategies.
My school is starting to use BSLA, but I still feel that StepsWeb is really valuable for our learners. Do we have to switch completely?
Any structured literacy program can be used alongside StepsWeb, as long as it's well-structured, cumulative, and grounded in the Science of Reading.
Key Points:
BSLA and StepsWeb: Both programs work on the same core principles and overall progression. They are both research-based and proven approaches. The main difference is that BSLA does not include online reinforcement and relies on whole-class or large-group teaching.
Scope & Sequence: BSLA and StepsWeb Course progressions are broadly compatible, but have minor differences. Just as an example, as you can see below, the order in which letter sounds are introduced is slightly different but minor. We’ve included the UK curriculum progression just as an example:
- BSLA: m a d p o t n i s
- StepsWeb: a t s p i n d o
- UK curriculum: s a t p i n
The same thing applies to phonic patterns, such as ‘ee’ or ‘ai’. The order may be slightly different, but the overall progression is compatible.
How are those sounds introduced and practised?
In any structured literacy approach, new phonic patterns are explicitly explained and practiced in various contexts.
- In StepsWeb students watch a short video, which explains the sound pattern. Then, they practise it in various contexts online and with written materials.
- In BSLA and similar programmes, the teacher explains the sound pattern and students then do reinforcement activities with printed or hands-on materials.
We have always made it clear that we strongly recommend that very young students (ages 5 and 6) have a much higher degree of explicit teacher instruction and are on the supporting workbooks. We would never expect a learner of that age to be introduced to a new sound online. It should ideally have been introduced by the teacher and then practised on StepsWeb and in the workbooks, printable resources and hands-on games
How does this apply to higher-level students?
Most older students (7 years and up) can work fairly independently through StepsWeb. As a teacher you’ll be notified of any difficulties which come up and there is a range of scaffolding articles showing how to teach a learner to overcome those difficulties on our Support Site.
We would still expect struggling older learners to have been explicitly taught each new pattern or rule by the teacher before they meet it for the first time on StepsWeb. This category of learner should also be on the workbooks as well as the online activities.
So what’s the advantage of still using StepsWeb together with BSLA?
One of the major drawbacks of explicit whole-class teaching is that the teacher, by default, has to teach to the middle of the class. In other words, the content will be way too easy for some students in the class, but can be really difficult – even completely unattainable – for struggling students.
All primary school teachers will be aware that there is a huge spread of literacy level in every class – but they might not be aware of how large that spread can be. Testing whole classes and year-groups shows that the average primary school class can have as much as a 6 ½ year spread of literacy level – even from Years 2 and 3.
Take a look at this spread from an Auckland primary school. Blue lines show ages and orange lines show literacy position compared to chronological age. In this Year 4 class, the highest student was 4 years 3 months ahead of chronological age, but the lowest-achieving student was just over 4 years behind.
One danger is that we waste the time of the extension students, but much more damaging, we can land up actually setting struggling students up to fail – week after week. Unfortunately, as an assessor with over 26 years’ experience of doing full Ed Psych assessments, I have seen exactly that – multiple times!
So what do you recommend?
In literacy, explicit teaching is certainly important and students definitely need to be able to ask questions and get direct teacher support. This can be done through using StepsWeb as your main literacy progression. However, if a school prefers to use another scheme such as BSLA as their core approach, then this is what we’d advise:
- Use the BSLA (or other) progression and materials for your explicit class teaching. This should, of course, include reading and written practice.
- Also provide individualised literacy reinforcement through StepsWeb, with each student logging in and working at their own individual literacy level. Some will be way ahead of the class, in which case they are almost certain to be able to progress independently through StepsWeb.
Those who are behind will be developing core literacy skills and knowledge at their own level, which will directly reinforce what you’ve done as a whole class.
Note: It’s important to ensure that your students have enough time on StepsWeb to complete their weekly goals.
Bear in mind that, as students go through the StepsWeb Course, the programme is continually analysing each student’s errors and creating individualised reinforcement. This is a crucial advantage for struggling students in particular.
What about weekly spelling tests?
Don’t worry about doing weekly spelling tests as a class. That might sound quite contentious, but there are some facts to consider here:
- A whole-class weekly spelling test will be a waste of some students’ time, but will be setting others up to fail.
- On StepsWeb, each spelling list automatically tested (Spelling Quiz activity) as they go through the activities – and you will have all the relevant information, including analysis of accuracy for reading/spelling, comprehension/vocabulary, phonological awareness/phonic knowledge. You’ll also have access to the standardised Spelling Test for re-checks.
But what about phonic readers? Surely those are also important?
Of course. We totally agree with that. We haven’t taken the step of producing our own range of phonic readers, simply because there are some great resources already out there. For example, NZ schools get free access to the Ministry’s Ready to Read Phonics Plus readers. There are many excellent phonics-based reading materials:
- Fitzroy Readers
- Jolly Phonics
- Dandelion Readers
- PhonicBooks
In fact, you may already be aware that the Ready to Read Phonics Plus wordlists are available on StepsWeb, so your students can do a range of online and printable activities which directly reinforce the content of each reader.
Is StepsWeb eligible for the MoE structured literacy funding?
Yes! In addition to workbooks and supporting resources, StepsWeb logins also qualify for the Ministry’s funding for structured literacy approaches. This has been confirmed by the Ministry. Visit the MoE page to learn more about this funding.
Useful links:
StepsWeb Scaffolding Techniques
StepsWeb Spelling Test Guidance
How to Assign Work on StepsWeb
Ministry of Education Funding for Structured Literacy Resources
How StepsWeb Supports Structured Literacy and the Science of Reading
