Abstract
The Orton-Gillingham reading-intervention program (OG) is widely used for children with Reading Difficulties (RD). However, few studies have been performed to evaluate the effectiveness of the OG. Here, we examined the effects of the OG on oral and silent reading in children with RD. Children with RD who participated in the OG showed similar improvements in speed and accuracy of oral reading after training as did children with RD who participated in the control program. Both groups showed improvement in oral reading speed. Children in the OG group did show greater accuracy in oral reading compared to silent reading. These results suggest that the gain from the OG was not different from participation in another intervention program in improving oral and silent reading speed.
Highlights
The Orton-Gillingham reading intervention program (OG) was designed in the 1930s by Samuel Orton and Anna Gillingham toAlon fellow and Career Advanced Chair of the Educational Neuroimaging Center, Faculty of Education in Sciences and Technology, Technion- Israel Institute of Technology, Israel.develop oral and silent reading skills in children with Reading Difficulties (RD) [1]
Given the massive amounts of money, time, and personnel devoted toward this method, as well as the significant portion of students who struggle with RD, the goal of the current study was to determine the effects of OG training in children with RD compared to an age-matched group of children with RD who participated in a web-based reading intervention program for the same time and intensity on both oral and silent reading skills
When comparing oral reading-speed measures, no significant differences in the number of words correctly read in 1 min were found between the two groups (OG: M=98.30, SD=41.51; WB: M=92.93, SD=35.84; t(95)=0.626, P=0.533)
Summary
The Orton-Gillingham reading intervention program (OG) was designed in the 1930s by Samuel Orton and Anna Gillingham to. Develop oral and silent reading skills in children with Reading Difficulties (RD) [1]. This program and programs based on its. Students learn to read and spell both actual and nonsense words, first with tiles and on paper. The instructor dictates a word, which the child repeats, spells with blocks while saying it, taps out vowel sounds, says the word slowly emphasizing phonological parts of the word, blends the sounds present in the word, says it with the based on it are predominately used in schools [3]. Less scientifically-based information is available for the OG compared to other programs
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
