Orton-Gillingham Approach Research Articles

Orton-Gillingham Approach: Its Effects on The Reading Ability of Grade Two Pupils

Orton-Gillingham Approach: Its Effects on The Reading Ability of Grade Two Pupils

A Comparison of Error Correction Methods Embedded in the Orton-Gillingham Approach to Spelling

The present study examined the effects of two error-correction procedures on the spelling performance of five students who were rising first through third grades. Each participant was diagnosed with a learning disability in reading and spelling. Using an Adapted Alternating Treatments Design, a teacher-led questioning procedure and a student-led visual comparison procedure were implemented in the unbranded Orton-Gillingham instructional model. Teacher- led questioning is the scaffolded model of error-correction described in Orton-Gillingham Simultaneous Oral Spelling instruction. Student-led visual comparison is a method which is well documented in the literature as highly effective for students with learning disabilities. The intervention results across participants showed little difference in students’ spelling accuracy under each condition. Responses to social validity questions indicated that student preference could be a determining factor in selecting which error correction method to implement in the Orton-Gillingham approach to spelling instruction.

Design-Based Approach For Developing A Teaching Aid For Dyslexic Children

This article presents a design-based approach for developing a specialized teaching aid for dyslexic children, with a focus on enhancing their reading skills and engagement. Dyslexia, a common learning disorder that affects reading abilities, requires tailored interventions to effectively support dyslexic learners. By integrating design thinking principles and the Orton-Gillingham approach, this study outlines a comprehensive design process for creating an innovative teaching aid. The approach emphasizes user-centeredness, iterative prototyping, and multisensory experiences as key elements to address the diverse learning needs of dyslexic children. The study employed a qualitative research method, conducting interviews with dyslexia teachers and observing dyslexic children in a classroom setting to gather data. Thematic analysis was used to analyze the interview data. The development of this teaching aid holds promise for improving reading proficiency and fostering greater engagement in learning among dyslexic children. The findings of this study contribute to the field of education by offering insights into the design and development of effective teaching aids for dyslexic children.

Telepractice Reading Intervention using Orton-Gillingham Approach for Child with Dyslexia

Specific learning disorders are one of the neurodevelopmental disorders that cause obstacles in a person's academic performance. One category of specific learning disorders is dyslexia, which is a learning disorder caused by reading difficulties. Dyslexia can have a negative impact on children's well-being and learning motivation, therefore special interventions need to be carried out to improve reading skills. One of the most widely used interventions in the world is the reading intervention with the Orton-Gillingham approach. Current technological developments allow practitioners to conduct telepractice, or the implementation of assessments and therapies through online means. Telepractice is gaining popularity because with this method, practitioners can reach groups in need even though they are far apart. This study aimed to see if reading interventions with the Orton-Gillingham approach given through telepractice could improve beginning reading skills. The study participants were 10-year-old boys who had mild dyslexia. This study consisted of 10 sessions divided into pre-test, 8 intervention sessions, and post-test. Early Grade Reading Assessment (EGRA) was used to measure participants' reading ability before and after the intervention. The results showed an increase in participants' EGRA scores after the intervention was given. In conclusion, interventions with the Orton-Gillingham approach can be provided using telepractice methods and are useful in improving the early reading skills of children with mild dyslexia.Gangguan belajar spesifik merupakan salah satu gangguan neurodevelopmental yang menyebabkan hambatan dalam performa akademik seseorang. Salah satu kategori dari gangguan belajar spesifik adalah disleksia, yaitu gangguan belajar yang disebabkan oleh kesulitan membaca. Disleksia dapat menimbulkan dampak negative terhadap kesejahteraan dan motivasi belajar anak, oleh karena itu perlu dilakukan intervensi khusus untuk meningkatkan kemampuan membaca. Salah satu intervensi yang paling banyak digunakan di dunia adalah intervensi membaca dengan pendekatan Orton-Gillingham. Perkembangan teknologi saat ini memungkinkan praktisi untuk melakukan telepraktik, atau pelaksanaan asesmen dan terapi melalui sarana daring. Telepraktik mulai populer karena dengan metode ini, praktisi dapat menjangkau kelompok yang membutuhkan meskipun terpisah jarak yang jauh. Penelitian ini bertujuan untuk melihat apakah intervensi membaca dengan pendekatan Orton-Gillingham yang diberikan melalui telepraktik dapat meningkatkan kemampuan membaca permulaan. Partisipan penelitian adalah anak laki-laki berusia 10 tahun yang memiliki disleksia taraf ringan. Penelitian ini terdiri dari 10 sesi yang terbagi menjadi pre-tes, 8 sesi intervensi, dan post-tes. Early Grade Reading Assessment (EGRA) digunakan untuk mengukur kemampuan membaca partisipan sebelum dan sesudah intervensi. Hasil penelitian menunjukkan adanya peningkatan pada skor EGRA partisipan setelah intervensi diberikan. Sebagai kesimpulan, intervensi dengan pendekatan Orton-Gillingham dapat diberikan menggunakan metode telepraktik serta bermanfaat dalam meningkatkan kemampuan membaca permulaan anak dengan disleksia taraf ringan.

Orton-Gillingham Approach as an Online Intervention for Learners Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)-Specific Learning Disorder (SLD) in Mathematics: A Descriptive Case Study

The purpose of this qualitative descriptive case study was to investigate whether the use of Orton-Gillingham Math as an intervention in teaching a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) with impairment in mathematics lead to an improvement in addition skills. This study had a single participant chosen purposively based on the criteria namely diagnosis, arithmetic calculation level, and unfamiliarity with OG-Math intervention. The learner-participant was taught using the OG-Math approach which two main features are multisensory approach and concrete-representational-abstract progression via an online platform for twice-a-week over a period of four weeks. The pre and post evaluation of the learner-participant’s Developmental and Behavioral Pediatrician and the pre and post paper and pencil test which was composed of 75-item addition problems conducted by the teacher were used to determine the learner-participant’s basic operation addition fact knowledge prior and subsequent to the implementation of OG-Math online intervention. The data were analyzed using trustworthy thematic analysis and pattern matching. The analysis revealed that the learner-participant can already solve addition problems involving 3-digit addends with and without regrouping after the math intervention from only being able to solve single-digit addition problems. Hence, it is recommended to mathematics teachers to use OG-Math approach as an online intervention to children with ADHD and SLD with impairment in math to improve their addition skills.

Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities.

Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = .40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = .59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.

Orton-Gillingham Approach and Grade I Pupils’ Reading Ability

AbstrakThe main thrust of this study was to determine the effectiveness of the Orton-Gillingham approach in the reading ability of Grade I pupils. Moreover, it proposed an action plan to integrate the use of the Orton-Gillingham approach in teaching reading. The study utilized the pretest-posttest quasi-experimental design. The pretest scores pairing with 24 respondents in each group determined the grouping of the respondents. Orton-Gillingham approach was used in the experimentation. Data were collected using the early grade reading assessment toolkit. These were administered in the two groups of respondents those were exposed to Orton-Gillingham approach from those exposed to Conventional approach (Marungko), respectively. Based on the findings, there is no significant difference in the performance between the pupils exposed to the Orton-Gillingham approach with those exposed to Conventional approach (Marungko). However, the research showed that those exposed to Orton-Gillingham Approach, twelve (50%) pupils performed as outstanding while eight (33.33%) pupils were outstanding using Marungko Approach. Thus, the Orton-Gillingham approach enhanced the pupils’ reading skills in terms of phonological awareness, appropriate spelling, retention, and better understanding. The proposed training and seminar program should be implemented to teachers for them to be able to utilize the Orton-Gillingham approach in teaching reading.

Coping with Learning Disability in a Dyslexic Child in Terms of an Instructional Model

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Reading and spelling gains following one year of Orton‐Gillingham intervention in Singaporean students with dyslexia

Despite the widespread use of Orton‐Gillingham (OG) based approaches to dyslexia remediation, empirical support documenting its effectiveness is lacking. Recently, Chia and Houghton demonstrated the effectiveness of the OG approach for remediation of dyslexia in Singapore. As a conceptual replication and extension of that research, we report results of 39 students with dyslexia aged between six and 14 years enrolled in an OG intervention programme over a period of one year in a single‐subject research (pre‐test/post‐test) design. Analyses of variance showed that students significantly improved in standardised tests of reading and spelling with moderate effect sizes (Cohen's d = 0.52–0.58). Additionally, an inverse relationship was found between students' ages when they began intervention and gains made during the intervention. Results thus indicate the effectiveness of an OG approach in remediating literacy difficulties in students with dyslexia and, taken together with previous studies, further suggest the importance of early identification and intervention.

Orton-Gillingham Methodology for Students With Reading Disabilities

Although numerous studies have investigated autism methodology case law, few studies have investigated case law regarding reading methodology, particularly the Orton-Gillingham approach, for students with reading disabilities. We provide the results of a systematic case analysis of all published Orton-Gillingham decisions from the original passage of the Individuals with Disabilities Education Act (IDEA) through 2005. Results indicate that in the past 30 years, hearing/review officers and courts reviewed 64 Orton-Gillingham cases, with 77% occurring within the last 10 years. Unlike autism methodology cases, districts have won an overwhelming majority (75%). Although inconclusive, the addition of the terms “peer-reviewed research” and “scientifically based research” in the 2004 reauthorization of IDEA may benefit parents in Orton-Gillingham methodology disputes, thus leading to increased litigation. This article concludes with recommendations for reversing the upward trend in the number of Orton-Gillingham reading methodology disputes.

Project ASSIST institute: An orton-gillingham/spalding based curriculum for teachers and volunteers

In spite of our best efforts, our son Andrew did not learn to read until he attended the Jemicy School at the age of 12. Our search for help and eventual success led me to take the Orton-Gillingham approach into the public schools of Delaware, first with volunteers and then with teachers.In 1991-92, the Milford School District did a Pre-Post Design pilot using the Woodcock Johnson Reading Mastery Test for decoding and comprehension and the WRAT Revised for spelling. The results are included.Another pilot with a control group from another school district is being done in 1992-93 and a third pilot is being planned for New Castle County, Delaware in 1993-94.Training for teachers in the juvenile justice system is also planned for 1993-94.

Spelling improvement for college students who are dyslexic

Academic problems of the dyslexic child often persist in adult life. Such problems as spelling can interfere with the performance of such adult learners in college. Federal legislation requires reasonable accommodation for these students. At some colleges, this consists of allowing use of tape recorders in lectures and sometimes allowing extra time on examinations. Remediation of reading, writing, and spelling among dyslexic college students is often not addressed. This study reports the use of a modified Orton-Gillingham approach in comparison with a nonphonetic approach and with a group receiving no remediation. The results indicate a significant increase in spelling performance for the group receiving the modified Orton-Gillingham remediation. This contrasts with no significant change in the group receiving nonphonetic remediation and in the control group (no remediation), and indicates that adulthood is not too late for appropriate intervention for the dyslexic student. Colleges offering such intervention and the students receiving it will benefit from improved performance.

Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language

Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other "at risk" students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the "natural" communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.

The adaptation of the Orton-Gillingham approach for use in a public school system

So that our focus is directed toward the same target, let me clarify the title, or at least qualify it. It should be understood that we are here concerned with small groups of children in a preventive or remedial program and not with a regular classroom of students. There are some noteworthy programs where the Orton-Gillingham approach has been adapted to classroom use, but our attention is here turned toward teaching dyslexic children in small group settings. In this brief session I cannot say as much as I should like to about the relation of the special language teaching to our entire? educational picture, but it is important at the outset to stress that concept of the growth and development of the whole child provides its background and sets its tone.