Who is the Orton-Gillingham (OG) approach for?

The OG approach is an approach to learning language and math that research has been shown to be effective in helping children and adults struggling with dyslexia, dysgraphia, dyscalculia and many other types of learning differences.

The Orton-Gillingham approach to therapeutic tutoring can benefit:

• Students who are struggling with reading, writing and/or spelling and performing below their expected level in these areas. 
• Students who have not been successful with other reading programs. 
• Students who are dyslexic. 
• Students who guess at words or struggle to read unfamiliar words.

What is the Orton-Gillingham approach?

The OG Approach was developed by Samuel Orton, a doctor and Anna Gillingham, an educational psychologist in the 1930's. The approach to supporting children with Learning Differences was based in science and has grown and remained up to date with current research since then.

At its core, it is an approach and not a method, meaning that it is a style of tutoring that is highly customised to an individual's needs, Practitioners are trained to diagnose the mistakes a child makes in a session, and adapt the lesson to support the missing knowledge. It is typically taught in a 1:1 tutoring situation, however, it has also been adapted for small group environments within classrooms.

Children are taught to read, write, spell and understand math through more than one sense. (Typically the visual, kinesthetic / tactile and auditory senses.)

Language is taught explicitly. Children are taught how to break down the code and make sense of words. OG tutoring is many things, but most importantly it provides a fun, supportive environment where children succeed.

You can view our Standards of Practice here.

What is the science behind this approach?

The Orton Gillingham Approach has been science-based since it's inception in the 1930's. As it is an approach and not a method, Practitioners can stay current with the latest research, and incorporate it into their teaching.

Recent studies by the National Institute of Child Health and Human Development (NICHD) in the United States have concluded that the best strategy for preventing and correcting reading problems is explicit, systematic instruction that emphasizes:

• Early letter knowledge and phonemic awareness. Instruction in letter-sound correspondence and spelling generalizations. 
• Opportunity and encouragement to use spelling-sound knowledge in reading and writing. 
• Daily sessions for supported and independent reading with attention to fluency and comprehension. 
• Active exploration of concepts provided in written text. 

The Orton Gillingham approach meets all of these criteria.