MSL Benefits

All students can benefit from MSL, particularly students with dyslexia, dysgraphia or similar profiles

Understanding Dyslexia

Dyslexia is language based and affects the way individuals process and use language and symbolic systems. Dyslexia affects learning to read, spell and write and occurs on a continuum from mild to severe.

These difficulties can impact the entire language continuum, including spoken language, reading, writing, spelling, and language comprehension. Dyslexia is not the result of neurological injury or damage; rather, it reflects differences in neurological development. It often runs in families and exists on a continuum, ranging from mild to severe.

Most importantly, with timely intervention, the challenges associated with dyslexia can be significantly reduced. An IMSLE Structured Literacy approach, delivered by a knowledgeable and experienced educator, provides explicit, systematic, and evidence-informed instruction.

The IMSLE Structured Literacy Approach

The IMSLE Structured Literacy approach is language-based and multisensory, addressing all components of literacy within an integrated framework. A typical lesson incorporates oral language, handwriting, phonological awareness, decoding, spelling, writing, syntax, vocabulary, and morphology, enabling students to build strong and lasting language foundations.

Instruction is direct, explicit, structured, sequential, cumulative, diagnostic, cognitively informed, and responsive to each learner's needs. Because of its breadth, flexibility, and comprehensive framework, it is more accurately described as an approach rather than a program or single teaching method.

Equally important is the emotional impact of this approach. Lessons are tailored and carefully designed to ensure students experience consistent success, fostering confidence, resilience, and motivation alongside academic growth. As skills develop, learning becomes a positive, engaging, and rewarding experience.

Who Can Benefit from an IMSLE Structured Literacy Approach?

Students of all ages and in all educational settings can benefit from an IMSLE Structured Literacy approach.

This approach is effective in one-to-one instruction, small-group intervention, and whole-class teaching. Schools can maximise student outcomes by implementing a whole-school Structured Literacy framework within a Multi-Tiered System of Supports (MTSS) or Response to Intervention (RTI) model, ensuring that all students receive the level of instruction and support they need.

The IMSLE Structured Literacy approach (MSL) is appropriate for all learners in infants, primary and secondary schools, colleges, and universities, as well as for adults who may have gaps in their literacy knowledge and skills or who have dyslexia or related language-based learning differences.

While the approach was developed to meet the needs of individuals with the language processing and writing difficulties often associated with dyslexia and dysgraphia, the apprach is beneficial for all learners, including ESL because of its explicit, structured, systematic, and cumulative instruction.

With effective instruction, learners of any age can make meaningful and lasting progress.

Why Choose IMSLE Training?

Since 2006, IMSLE has been providing high-quality professional learning for educators, allied health professionals, and other practitioners committed to improving literacy outcomes. Our courses are continually reviewed and refined to reflect the latest evidence-based research and best practice in Structured Literacy.

The IMSLE Structured Literacy approach provides an inclusive framework for literacy instruction across all tiers of support (Tier 1, Tier 2, and Tier 3). Multisensory Structured Language (MSL) instruction benefits all learners and is particularly effective for students who experience difficulties acquiring reading, spelling, and writing skills, regardless of the underlying cause.

IMSLE is an approved Quality Assurance Professional Learning and Development (PLD) provider for the New Zealand Ministry of Education.

IMSLE courses are aligned with scientific research (Sciences of reading, writing & learning), best practice, and the Knowledge and Practice Standards developed by the International Dyslexia Association (IDA). 

Successful completion of an IMSLE course provides graduates with individual recognition and accreditation in Multisensory Structured Language (MSL) instruction with a dyslexia specialisation (Targeted and Tailored) through the Australian Dyslexia Association (ADA). The ADA is a Global Partner of the International Dyslexia Association (IDA), providing graduates with recognition that aligns with internationally respected professional standards.

Learn More

 

 Jodi Clements has a background and interest in education, special education, dyslexia, dysgraphia, linguistics, learning & cognition, and research. She is the Director and Lead Presenter of Language Training at IMSLE, and the founder and president of the Australian Dyslexia Association (ADA), 2005.
 
For three decades, Jodi has dedicated her educational career to improving literacy outcomes for children, adolescents, and adults with dyslexia and other language-based learning differences through evidence-based Structured Literacy and Multisensory Structured Language (MSL) instruction.
 
Jodi completed specialist Structured Language, Literacy and Dyslexia training at the Kildonan Teacher Training Institute (New York, USA) under the mentorship of internationally recognised dyslexia expert educators Diana Hanbury-King, Karen Leopold and Dawn Nieman, all Academy Fellows and former Board Members of AOGPE (former name), and the International Dyslexia Association (IDA).
 
As part of her ongoing dedication to professional training, Jodi lived with Diana Hanbury-King and taught alongside her at the renowned Camp Dunnabeck, (New York) at The Kildonan School- where she also learned from the late William Van Cleave- one of the world's most respected authorities in structured writing and morphology instruction. William was also trained by the late Diana Hanbury-King.
 
Diana Hanbury-King devoted her life to advancing the education of individuals with dyslexia. She was a founding member of the Orton Society (now the International Dyslexia Association), founder of The Kildonan School, founder of the Academy (formally AOGPE), and recipient of the Dr. Samuel T. Orton Award. In 2013, Diana received the Margaret Rawson Lifetime Achievement Award from the International Dyslexia Association. Jodi was invited to attend the award presentation in New Orleans. During Diana's accpetance speech Diana acknowledged Jodi's commitment in supporting and teaching those with dyslexia- along with bringing high-quality Structured Literacy training and dyslexia awareness to Australia (from 2004).
 
The mentorship Jodi received from Diana Hanbury King, Karen Leopold, Dawn Nieman and William Van Cleave has profoundly influenced her work. Their legacy continues to shape IMSLE's commitment to excellence in teacher training and raising dyslexia awareness.
 
Throughout her educational career, Jodi has trained thousands of educators and allied professionals across Australia, New Zealand, S.E Asia and beyond in the importance of identification and evidence-aligned teaching of students with dyslexia, dysgraphia, dyscalculia, and related learning differences. Jodi has self written all IMSLE signature professional learning courses, with her love of research and key reserachers she has ensured that every teacher completes IMSLE training with a bridge connecting research to practice. Jodi offers practical, research-informed training aimed at improving teacher knowledge and skills to improve the literacy outcomes for learners across all educational settings.
 
Jodi has also contributed to the international advancement of Structured Literacy Education. For 3 years she served on the International Dyslexia Association's Global Partners Committee and contributed to the development draft of the IDA's Knowledge and Practice Standards (KPS). In 2016, she was invited by UNESCO and the Mahatma Gandhi Institute to present on dyslexia and teacher education. Jodi was subsequently invited to contribute to UNESCO's World Literacy Agenda 4 initiatives. World Literacy Agenda 4 includes working on an international dyslexia screening tool.
 
A respected presenter and advocate, Jodi has been interviewed extensively across television, radio, and print media on dyslexia, literacy, and evidence-aligned reading and spelling instruction. She has contributed to numerous publications on dyslexia and Structured Literacy and co-edited the Australian Dyslexia Handbook with UK dyslexia specialist Bernadette Maclean. Jodi has appeared on ABC Radio National's All in the Mind, alongside Professor Anne Castles to discuss dyslexia and teacher education- this talk became one of Australia's longest aired comprehensive national radio broadcasts dedicated to dyslexia and literacy.
 
In 2024, Jodi was invited by NSW Education Standards Authority (NESA) as a representative for the dyslexia sector to discuss and review the NSW HSC disability provisions and standards. This was a very important project. That same year, Jodi was invited onto the Advisory Team by the International Dyslexia Association to contribute towards the revised IDA's defintion of dyslexia. The newly revised definition was released in October, 2025.
 
From 2022 to 2026 Jodi has been working alongside Disney and Pixar via Scholastic Australia to review and consult on over 100 differing book titiles and sets to ensure the layout is easily accessible to those with dyslexia or similar challenges. These books are under Scholastic's  "Accessible Readers"- this series of books i not part of the Scholastics "Decodable series".
 
Today, Jodi continues to learn and keep abreast of research and best practice, she continues to train and mentor educators and allied professionals throughout Australia, New Zealand and beyond. Many of her graduates have established successful careers and making a significant contribution to improving literacy outcomes within their schools, communities, and countries.