Effectiveness of the Orton-Gillingham Approach: A Research-Based Program
Among these, Dyslexia is characterized by difficulties in reading, Dysgraphia by writing challenges, and Dyscalculia by challenges in mathematics.
This blog delves into the obstacles faced by students with dyslexia and our evidence-based intervention rooted in the Orton-Gillingham (OG) Approach.
Understanding Dyslexia
Dyslexia is commonly defined as difficulty with mastering the fundamental elements of the language system despite adequate classroom instruction. The signs of dyslexia can vary widely among individuals and may evolve over time. Generally, students with dyslexia experience difficulties in:
Decoding: Sounding out words
Encoding: Spelling words
Fluency: Reading at an appropriate pace with minimal errors
A primary indicator of dyslexia in the school setting is difficulty with phonemic awareness, such as sounding out letters and blending sounds. Even in early grades, some students may show signs of dyslexia, including:
Difficulty mastering letter-sound associations at the same rate as peers
A lack of enthusiasm for learning about letters and sounds
Confusing visually similar letters
Limited progress despite repeated practice with letters and sounds
Older students may experience additional struggles such as:
Omission of letters or words when reading
Transposition of letters in words
Confusion between letters like /b/ and /d/, /g/ and /j/, /m/ and /n/, /w/ and /v/
Slow and laborious reading with frequent errors in spelling, particularly with non-phonetic words
Minimal use of punctuation or spacing between words in written sentences
Copying words letter-by-letter instead of as complete words
Intervention: The Orton-Gillingham Approach
There are several effective programs for addressing reading difficulties, including the Orton-Gillingham Approach, the Barton Reading System, and the Wilson Reading System. At Mayoor Private School, we implement the Orton-Gillingham (OG) Approach, a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive method to teach literacy skills in reading, writing, and spelling. This approach is taught through a one-on-one inclusion model where the teacher tailors instruction to the student's unique needs.
The OG approach engages multiple senses, allowing students to connect with language concepts through sight, sound, touch, and movement. Students with dyslexia require a deeper understanding of language structure than their peers and must be taught explicitly and systematically to reach the same core understanding
All Inclusion Teachers at Mayoor Private School are trained in the OG approach and have successfully applied this program over the past three years, creating individualized lessons based on each student’s level and pacing instruction to suit their strengths and challenges.
Success Rates with the Orton-Gillingham Approach
Among the students recorded in our Inclusion register, 30% have been identified as having Specific Learning Disabilities. When initially referred by their class teachers, these students typically struggled in decoding, encoding, and fluency. Their progress through OG intervention varies according to the severity of their dyslexia. For example:
Some students, whose dyslexia is more severe (above 70%), may require extended support.
Others, with moderate dyslexia (around 40-50%), may begin reading independently after six months of targeted intervention.
Progress rates differ among students, but all have shown improvement from their starting points, and parents are thrilled to see their children developing essential reading skills.
Conclusion
The Orton-Gillingham Approach remains one of the most effective research-based methods for helping students with dyslexia and other reading difficulties achieve literacy. Its structured, individualized approach has allowed students to overcome significant obstacles in reading, writing, and spelling, empowering them to make meaningful progress.
For more information on the Orton-Gillingham approach and its principles, please visit:
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