Program Description

The Orton-Gillingham Approach always is focused upon the learning needs of the individual student. Orton-Gillingham (OG) practitioners design lessons and materials to work with students at the level they present by pacing instruction and the introduction of new materials to their individual strengths and weaknesses. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. However, because of their dyslexia, they need more help than most people in sorting, recognizing, and organizing the raw materials of language for thinking and use. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically.

Cost

Costs vary based on program and component

Intended Population

• Dyslexia

Grade

• Pre-K
• Elementary School
• Middle School
• High School
• Unspecified

Intended Group Size

• Any

ELL/DLL

• Partial

Multisensory Applications

• No

Computer-Based Delivery

• None

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Unspecified

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

NeMTSS literature review reveals mixed results. Some studies did not support an advantage of a multisensory approach over a structured language approach. One meta-analysis examining the research-base on Orton Gillingham (OG)-based programs found that although effect sizes were positive and in favor of OG-based approaches, they did not statistically improve foundational skill outcomes (i.e. phonics, fluency, spelling) or vocabulary and comprehension outcomes in students at risk or with word-level reading disabilities.

Study Citations

Chia, N., & Houghton, S. (2011). The effectiveness of Orton-Gillingham-based instruction with Singaporean children with specific reading disability (dyslexia). British Journal of Special Education, 38(3). doi:10.1111/j.1467-8578.2011.00510.x

Patterson, D. L. (2016). An investigation of the effectiveness of an Orton-Gillingham based reading intervention in kindergarten and first grad using a fuzzy regression discontinuity design (Unpublished doctoral dissertation). University of California.

Ring, J. J., Avrit, K. J., & Black, J. L. (2017). Take flight: The evolution of an Orton Gillingham-based curriculum. Annals of Dyslexia, 67, 383-400.

Schlesinger, N. W., & Gray, S. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Annals of Dyslexia, 67, 219-258. doi:10.1007/s11881-017-0140-z.

Stevens, E. A., Austin, C., Moore, C., Scammacca, N., Boucher, A. N., & Vaughn, S. (2021). Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. Exceptional Children. https://doi.org/10.1177/0014402921993406

What Works Clearinghouse (WWC) Report

• No studies met WWC inclusion criteria

Evidence Base (ESSA)

• No studies met inclusion requirements

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://blog.penningtonpublishing.com/reading/orton-gillingham-review/