Words Matter Blog

Kerri to Share Expertise at the 2025 Orton-Gillingham Conference

March 02, 2025 by Kerri McDonald-Schaub

Empowering Orton-Gillingham Trained Teachers: The Importance of Focusing on Mastery in the OG Approach

November 10, 2024 by Kerri McDonald-Schaub

Special education leaders are critical in guiding special educators and aligning instructional approaches in the ever-evolving landscape of reading instruction. For teachers already trained in the Orton-Gillingham (OG) approach, the current emphasis on science-based reading practices might encourage adding new programs. However, layering additional training on top of OG may inadvertently dilute teachers’ expertise in the method, making it harder for them to deliver consistent, high-quality instruction. It is essential to prioritize time for teachers to hone their OG practice, solidifying their foundational skills in a proven, structured approach to benefit students with diverse learning needs. Here’s why OG-trained special educators should focus on mastery over adding new methodologies.

1. The Need for Fidelity and Depth in Orton-Gillingham

The Orton-Gillingham approach is a structured, multi-sensory method tailored to meet the needs of students with dyslexia and other reading disabilities, as well as second language learners. It provides a systematic and explicit approach to phonemic awareness, phonics, and the structure of language, all taught with individualized pacing and support. However, OG is a complex, skills-intensive approach that requires dedicated time to master. Teachers must:

• Develop an understanding of phonology, morphology, syntax, and semantics.

• Learn to use diagnostic and prescriptive teaching strategies.

• Refine multi-sensory instructional techniques.

To be effective, OG requires high fidelity to its structure and practices, demanding that teachers become deeply skilled in its methods. Training in additional programs may overwhelm teachers with multiple frameworks, reducing their ability to implement OG with the depth required.

2. Avoiding Cognitive Overload and Confusion

Special education teachers often serve students who face significant challenges in reading acquisition. Cognitive overload comes from juggling multiple, sometimes conflicting, instructional methods for these teachers. The addition of numerous approaches can:

• Lead to inconsistencies in lesson planning and delivery.

• Make it difficult for teachers to diagnose and prescribe lessons based on the OG approach.

• Result in uneven outcomes for students who need reliable, repetitive methods for progress.

With OG, the progression is clear and structured, allowing teachers to build confidence and consistency. Consistency in instructional methods is critical, especially for students who thrive on routine and structure. Teachers benefit from clarity, which they pass on to students, rather than needing to switch approaches based on varied training.

3. Depth Over Breadth: Refining a High-Impact Approach

OG-trained teachers know that success in reading instruction isn’t about the number of techniques one knows but the effectiveness with which one uses each technique. By devoting focused time to OG, teachers can achieve greater instructional depth that translates into higher student outcomes. Depth in OG training allows teachers to:

• Develop their skills through practice and reflective observation.

• Focus on evidence-based strategies that have shown effectiveness in OG.

• Use formative assessment strategies that are unique to OG to guide individualized learning.

The time spent on building expertise in OG will make a greater impact than dividing time across multiple frameworks. Teachers are more effective when they can devote their efforts to a single, research-backed approach, rather than being stretched thin across different methods that may not align.

4. Building Confidence and Teacher Satisfaction

Confidence is essential for teachers when managing complex reading difficulties. An in-depth focus on OG gives teachers the confidence to handle various learning challenges in special education. By reducing pressure to learn new methodologies constantly, teachers can instead:

• Become more confident and effective with OG’s structured approach.

• See measurable results in student outcomes, leading to higher job satisfaction.

• Foster a deeper understanding of the OG method, allowingcreativity within the structured framework to better meet individualized student needs.

This confidence is especially critical in special education, where teachers often manage high-needs cases. When teachers feel equipped and empowered in their primary instructional approach, they are more effective educators and are more likely to remain committed to the field.

5. Supporting Sustainable Professional Development

Special education teachers frequently experience high demands for professional development. While other trainings may offer valuable insights, excessive training requirements can lead to burnout and reduce teachers' time to reflect on and refine their primary method. Instead of expanding training requirements, it would be more sustainable to:

• Offer ongoing support tailored explicitly to OG.

• Facilitate OG-focused professional development opportunities that provide hands-on support and feedback.

• Encourage peer networks and learning communities where OG-trained teachers can exchange insights, strategies, and successes.

These support systems help teachers grow within the OG approach, developing specialized expertise rather than adding competing instructional models.

6. Multiple Trainings Add Unnecessary Financial Burdens on School Budgets

Focusing on Orton-Gillingham (OG) training exclusively can be a financially sound decision for schools, as it ensures that special educators are well-versed in one comprehensive, research-backed science approach rather than spreading funds across multiple programs. OG training, with its structured, multisensory, and sequential methods. By investing deeply in OG, schools can ensure consistency across grade levels and a unified instructional framework. This focused approach also minimizes the need for additional, costly training sessions, materials, and ongoing professional development tied to multiple programs, which can strain limited budgets. Concentrating on OG enables schools to streamline their literacy efforts, reduce overhead costs, and create a stable, cohesive reading support structure for all students.

Conclusion: A Call to Prioritize Orton-Gillingham Mastery

Special education leaders play an influential role in shaping teachers' professional development journeys. For those already trained in Orton-Gillingham, focusing on deepening that expertise is more likely to yield meaningful, consistent, and high-impact results for students. Leaders should prioritize creating a supportive environment for OG-trained teachers, allowing them to refine their practice, reinforce their confidence, and master this high-impact approach. By doing so, we empower teachers and ensure that students with reading challenges receive the most effective, individualized instruction possible.

Note: If you are considering OG training for your staff, my next five-week class begins in March 2025. Please visit ognorthshore.net and contact me for further information about the Orton-Gillingham Approach, the gold standardmethodology in the science of reading.

If you’ve had teachers who have trained with me in the past, I am available for in-service professional development to provide continued support and expertise in the OG approach to teaching reading.

Multi-sensory Instruction Matters

July 24, 2024 by Kerri McDonald-Schaub

Dr. Samuel Orton, a pioneering figure in the study and treatment of dyslexia, firmly believed in the effectiveness of multi-sensory instruction for teaching reading and writing to individuals with dyslexia. His work, along with his colleagues Anna Gillingham and Bessie Stillman, led to the Orton-Gillingham approach, which is grounded in multi-sensory learning using visual, auditory, kinesthetic, and tactile instruction (often referred to as VAKT):

Visual Instruction

• Enhances Memory: Dyslexic learners often benefit from visual aids such as pictures and color-coded information, which can help improve memory retention.

• Clarifies Concepts: Visual representations of words, phonemes, and concepts can make abstract ideas more concrete and understandable.

• Supports Decoding: Seeing the written form of words alongside images can help when decoding and understanding word structure.

Auditory Instruction

• Reinforces Phonemic Awareness: Listening to sounds, words, and instructions can help dyslexic learners improve their phonemic awareness and auditory discrimination skills.

• Supports Sequential Learning: Hearing instructions and information presented in a sequence can help one understand and follow the steps in a process.

• Enhances Listening Skills: Listening skills are crucial for language development and comprehension.

Kinesthetic Instruction

• Engages the Whole Body: Movement-based activities, such as tracing letters in the air or on a surface, can help reinforce learning through muscle memory.

• Improves Coordination: Activities that involve physical movement can improve fine and gross motor skills, which are often areas of difficulty for dyslexic learners.

• Enhances Engagement: Kinesthetic activities can make learning more engaging and enjoyable, helping to maintain attention and motivation.

Tactile Instruction

• Involves Touch: Tactile activities, such as using textured letters or manipulatives, provide hands-on learning experiences that can make abstract concepts more tangible.

• Reinforces Learning: Using the sense of touch can reinforce learning by allowing dyslexic learners to feel the shape and form of letters and words physically.

• Supports Memory: The tactile experience can help with memory retention by creating a multi-sensory association with learned information.

Benefits of a Multi-Sensory Approach

• Strengthens Neural Pathways: Engaging multiple senses simultaneously can help build and strengthen neural pathways, enhancing overall learning and retention.

• Improves Engagement and Motivation: Multi-sensory activities are often more engaging and interactive, which can increase motivation and participation in learning tasks.

• Supports Generalization: Learning through multiple senses helps dyslexic learners generalize skills and knowledge across different contexts and settings.

• Reduces Frustration and Anxiety: Providing various ways to access and understand information can reduce the frustration and anxiety that dyslexic learners often experience with traditional instructional methods.

Practical Applications

• Reading: Use multi-sensory techniques such as tracing letters, using letter tiles, and incorporating visual aids.

• Writing: Encourage writing in sand, clay, or textured paper to reinforce the tactile experience.

• Spelling: Use multi-sensory methods, such as saying letters aloud while writing them in the air or on textured surfaces.

In summary, employing visual, auditory, kinesthetic, and tactile instruction is essential for dyslexic learners as it strengthens neural pathways and provides a more comprehensive and practical learning experience.

For more information about OG training, please contact Kerri McDonald-Schaub at ognorthshore@gmail.com. There are available spots in her August and fall classes.

The Effectiveness of Using the Orton-Gillingham Approach with Emergent Bilingual Students

July 15, 2024 by Kerri McDonald-Schaub

The Orton-Gillingham (OG) approach, initially developed in the early 20th century by Dr. Samuel Orton and educator Anna Gillingham, is a structured, multisensory method traditionally used to help individuals with dyslexia and other reading difficulties. Its effectiveness for emergent bilingual students has become a topic of interest in recent years, given the increasing diversity in classrooms and the need for effective teaching strategies for these English language learners.

What is the Orton-Gillingham Approach?

The Orton-Gillingham approach is based on explicit, systematic, and sequential instruction. It emphasizes phonemic awareness, phonics, fluency, vocabulary, and comprehension. Key components of the OG approach include:

1. Multisensory Techniques: Engaging visual, auditory, and kinesthetic-tactile pathways to enhance memory and learning of written language.

2. Structured, Sequential, and Cumulative Instruction: Lessons build on previously taught concepts, moving from simple to more complex.

3. Cognitive Approach: This approach encourages students to think about what they are learning and understand the rules and structure of the language.

4. Individualized Instruction: Tailored to the needs of each student, often through one-on-one or small group sessions.

Benefits for Emergent Bilingual Learners

1. Phonemic Awareness and Phonics: Emergent bilingual learners often struggle with the phonemic structure of English, which can be very different from their native languages. The OG approach’s emphasis on phonemic awareness and systematic phonics instruction helps these students accurately understand and produce English sounds.

2. Multisensory Learning: Engaging multiple senses can help bilingual learners reinforce learning and retain information. This is particularly beneficial for students who may need a stronger English foundation and additional sensory input to grasp new concepts.

3. Structured and Sequential Instruction: Emergent bilingual students benefit from the clear, structured, and sequential nature of OG instruction, which helps them understand the logical progression of the language. This systematic approach can ensure clarity from more haphazard learning experiences.

4. Individualized Approach: Tailoring instruction to meet the specific needs of emergent bilingual students can address their unique strengths and challenges. The OG approach allows for flexibility in addressing individual learning differences, which is crucial for bilingual students with varying English proficiency levels.

5. Building Confidence: Success with the OG approach can boost emergent bilingual learners’ confidence in their reading and language skills. This increased confidence can motivate them to engage more actively in their learning and take risks using English in various contexts.

Research and Case Studies

Research on applying the OG approach to emergent bilingual learners is still emerging, but several case studies and smaller-scale research projects have shown promising results. For instance, a study conducted by the International Dyslexia Association found that bilingual learners who received OG instruction significantly improved reading accuracy, fluency, and comprehension compared to those who did not receive OG instruction.

Another study published in the Journal of Multilingual Education Research highlighted the success of the OG approach in a diverse classroom setting. Emergent bilingual learners showed marked improvement in their ability to decode words and understand text, with teachers noting increased student engagement and participation.

Challenges and Considerations

While the OG approach holds promise for emergent bilingual learners, there are challenges and considerations to keep in mind:

1. Training and Implementation: Effective implementation of the OG approach requires specialized training for educators. Schools must invest in professional development to ensure teachers can deliver OG instruction effectively.

2. Cultural Relevance: Materials and examples used in OG instruction should be culturally relevant and relatable. Incorporating students' cultural backgrounds and experiences can make learning more meaningful and engaging.

3. Language Proficiency: Emergent bilingual learners’ native language can influence their ability to benefit from OG instruction. Teachers should consider students' overall language development and provide support in their native language and English where possible.

4. Resource Availability: Access to OG-trained instructors and appropriate resources can be a barrier in some educational settings. Schools and districts need to prioritize resource allocation to effectively support emergent bilingual learners.

Conclusion

With its structured, multisensory, and individualized instruction, the Orton-Gillingham approach offers significant potential benefits for emergent bilingual learners by addressing the specific challenges they may face in acquiring English literacy skills; the OG approach can help bridge the gap and promote academic success. As research and practical application continue to evolve, the OG approach may become an increasingly vital tool in the education of emergent bilinguals, helping them achieve their full potential in the classroom and beyond.

For further information about Orton-Gillingham training, contact Kerri McDonald-Schaub, an OGA-accredited training fellow, at ognorthshore@gmail.com. OG classes are offered throughout the year. 

Phonemic Awareness Matters

June 21, 2024 by Kerri McDonald-Schaub

Dyslexia, a learning disorder affecting reading ability, presents challenges that can significantly impact an individual's educational journey and beyond. Central to understanding dyslexia is recognizing the importance of phonemic awareness, a foundational skill that plays a pivotal role in reading development. Phonemic awareness identifies and manipulates individual sounds, or phonemes, in spoken language. For individuals with dyslexia, mastering this skill is critical and often transformative.

Understanding Dyslexia and Phonemic Awareness

Dyslexia is characterized by difficulties with accurate and fluent word recognition and poor decoding and spelling abilities. These challenges stem from underlying difficulties in processing language, particularly in phonological processing—how sounds are represented and manipulated in the mind. Phonemic awareness, a subset of phonological awareness, focuses on recognizing and manipulating the smallest sound units in language.

Why Phonemic Awareness Matters

1. Building Blocks of Reading: Reading fundamentally translates written symbols (letters) into spoken language. Phonemic awareness enables individuals to understand that words are composed of sounds, and these sounds correspond to letters.

2. Predictor of Reading Success: Research consistently shows that phonemic awareness strongly predicts reading success. For dyslexic individuals, developing this skill can significantly improve their reading ability by enhancing their ability to decode words to promote reading comprehension and to spell words to advance their writing skills.

3. Targeted Intervention: Effective interventions for dyslexia often focus on strengthening phonemic awareness. By engaging in activities that require identifying, segmenting, blending, and manipulating sounds, individuals with dyslexia can improve their ability to link sounds to letters and words.

4. Spelling and Writing Proficiency: Phonemic awareness aids in reading, spelling, and writing. Understanding the phonemic structure of words helps dyslexic individuals spell words more accurately and express themselves more effectively in writing.

Strategies for Developing Phonemic Awareness

1. Phonological Awareness Activities: Engage in activities emphasizing sounds in words, such as rhyming games, segmenting words into syllables, and blending and manipulating sounds to form words.

2. Multisensory Approaches: Use multisensory techniques that simultaneously see, hear, and manipulate letters and sounds. For example, magnetic tiles can represent phonemes, and students can link magnetic letters while making their corresponding sounds to strengthen word orthographic patterns.

3. Structured Literacy Programs: The Orton-Gillingham teaching reading and spelling approach is the gold standard in teaching training. It includes systematically teaching phonemic awareness alongside phonics, decoding, and spelling skills.

4. Consistency and Patience: Developing phonemic awareness is a gradual process that requires consistent practice and reinforcement. Patience and persistence are key to improving these skills.

Conclusion

Phonemic awareness is not just a fundamental skill for typical readers but a critical area of focus for individuals with dyslexia. By enhancing their ability to manipulate and understand the sounds of language, individuals with dyslexia can significantly improve their reading, spelling, and overall language skills. Early identification and intervention emphasizing phonemic awareness can pave the way for academic success and improved self-confidence in individuals with dyslexia, empowering them to overcome the challenges associated with this learning difference.

To learn more about OG Training and the science of reading, contact Kerri McDonald-Schaub, OGA/Accredited Training Fellow. There are still spaces available for August’s Introduction to OG course. Graduate credit available.

Summer OG Training Opportunities Matter

April 29, 2024 by Kerri McDonald-Schaub

Sign up for a one-week introductory course taught by accredited training Fellow Kerri McDonald-Schaub of the Orton-Gillingham Academy, the gold standard in teacher training.

Dates:

July 9-July 12, 2024

or

August 5-August 9, 2024

As summer approaches, educators seek opportunities to enrich their skills and support students with diverse learning needs. Amidst the plethora of teaching methodologies, one stands out for its efficacy in addressing dyslexia and related learning challenges: Orton-Gillingham (OG). This structured, multisensory approach has transformed countless lives, offering a lifeline to individuals struggling with reading and writing. Yet, to truly harness its potential, undergoing summer training from an accredited Orton-Gillingham Training Fellow is beneficial and essential. Here’s why:

1. Deep Understanding of OG Principles:

Orton-Gillingham is more than just a set of techniques; it’s a philosophy grounded in understanding the structure of language and the needs of learners. Accredited training fellows provide a comprehensive dive into OG principles, equipping participants with a deep understanding of language mechanics, phonology, and morphology. This foundational knowledge forms the bedrock upon which effective instruction is built, empowering educators to tailor their approaches to individual student needs.

2. Practical Application:

Theory without practice is like a ship without a compass; it may point in the right direction but won’t reach its destination. Accredited OG training fellows bridge the gap between theory and practice, offering hands-on experiences and guided practice sessions. Participants learn to apply OG strategies in real-world teaching scenarios, honing their skills through interactive exercises and feedback sessions. This experiential learning fosters confidence and competence, ensuring educators can seamlessly integrate OG techniques into their instructional repertoire.

3. Ongoing Support and Mentorship:

Learning is a journey, not a destination, and mastering Orton-Gillingham is no exception. Accredited training fellows provide ongoing support and mentorship, serving as guides long after the summer training concludes. Through participation in a 100-hour practicum and a second thirty-hour course, participants will work with an experienced Fellow who offers guidance, troubleshooting, and encouragement. This continued support fosters growth and prevents stagnation, ensuring educators remain effective advocates for their students.

4. Accreditation and Recognition:

In a field inundated with varied approaches to literacy instruction, accreditation lends credibility and assurance. Training with accredited Orton-Gillingham Fellows ensures participants receive instruction that meets rigorous standards of quality and fidelity to the OG approach. Moreover, accreditation enhances professional credentials and opens doors to career advancement and specialization opportunities. By investing in accredited training, educators signal their commitment to evidence-based practice and dedication to serving students with dyslexia and related learning differences.

5. Impact on Student Success:

Ultimately, the accurate measure of any teaching methodology lies in its impact on student learning and achievement. When implemented with fidelity, Orton-Gillingham has a proven track record of success in improving reading and writing outcomes for individuals with dyslexia. By undergoing summer training, educators gain the knowledge, skills, and confidence to make a tangible difference in the lives of their students. Whether in a classroom setting or through specialized intervention tutorials, the transformative power of Orton-Gillingham can unlock a world of possibilities for struggling readers and writers.

In conclusion, taking a summer Orton-Gillingham training is not just a worthwhile learning opportunity; it’s an essential investment in professional growth and student success. By delving deep into OG principles, gaining practical experience, accessing ongoing support, earning accreditation, and impacting student outcomes, educators can become effective advocates for literacy and champions of inclusion. As we embark on this journey together, let us harness the power of Orton-Gillingham to empower every learner to reach their full potential.

For more information, please email Kerri at ognorthshore@gmail.com.

Essential Components for Effective Orton-Gillingham Lessons: A Guide for Teachers

February 19, 2024 by Kerri McDonald-Schaub

Orton-Gillingham (OG) is a structured, multi-sensory approach to teaching literacy skills, particularly beneficial for students with dyslexia or other language-based learning differences. It is a systematic method focusing on phonemic awareness, phonics, decoding, and encoding. Teachers implementing OG lessons must incorporate critical components to maximize student progress and success.

Here's a comprehensive guide for teachers on what to include in their OG lessons.

1. Phonemic Awareness Activities: Begin each lesson with phonemic awareness exercises to help students develop an understanding of the sounds of language. Activities may include blending, segmenting, and manipulating sounds orally.

2. Explicit Phonics Instruction: Teach phonetic concepts explicitly, starting with letter-sound correspondences and progressing to more complex phonetic patterns. Use multi-sensory techniques such as tapping out sounds, tracing letters, and using manipulatives to reinforce learning.

3. Structured Literacy Instruction: Follow a structured instruction sequence, moving from simple to complex skills. Incorporate syllable types, morphology, and syntax into lessons to provide a comprehensive understanding of language structure.

4. Multi-Sensory Techniques: Engage students in activities that involve multiple senses, such as sight, sound, touch, and movement. Utilize materials like sand trays, letter tiles, and kinesthetic activities to reinforce learning and accommodate diverse learning styles.

5. Systematic and Cumulative Approach: Ensure lessons build upon previously learned skills systematically and cumulatively. Review previously taught concepts regularly to reinforce retention and mastery.

6. Decoding and Encoding Practice: Provide ample opportunities for students to practice decoding (reading) and encoding (spelling) words using their learned phonetic concepts. Use real and pseudo words to reinforce phonetic principles.

7. Fluency Development: Include activities to improve reading fluency, such as repeated reading, timed readings, and phrase drills. Emphasize accuracy and prosody to enhance overall reading comprehension.

8. Vocabulary Instruction: Introduce new vocabulary words within the context of reading passages or thematic units. Use explicit instruction and meaningful practice activities to teach word meanings, usage, and relationships.

9. Comprehension Strategies: Teach students comprehension strategies such as predicting, summarizing, questioning, and visualizing—model how to apply these strategies during reading and provide opportunities for guided and independent practice.

10. Assessment and Progress Monitoring: Regularly assess students' progress using a variety of measures, including informal observations, formal assessments, and progress monitoring tools. Use data to inform instructional decisions and adjust teaching strategies as needed.

Incorporating these essential components into Orton-Gillingham lessons can significantly benefit students with dyslexia or other reading difficulties by providing them with the systematic, explicit instruction they need to succeed. By focusing on phonemic awareness, phonics, multi-sensory techniques, structured literacy, and other key elements, teachers can create a supportive learning environment where all students can make meaningful progress in their literacy skills.

Each of the components listed above is included in my courses. If you want to be trained as a certified OG practitioner through the Orton-Gillingham Association (OGA), please contact me at ognorthshore@gmail.com.

Embracing a New Year of Empowerment: A Letter to Orton-Gillingham Teachers

December 28, 2023 by Kerri McDonald-Schaub

Dear Dedicated Orton-Gillingham Teachers,

As we stand on the cusp of a new year, it is only fitting to express my heartfelt gratitude for your unwavering commitment to transforming the lives of struggling readers. The journey you've embarked upon with the Orton-Gillingham approach is not merely a teaching methodology but a beacon of hope, a lifeline for those navigating the challenging waters of literacy.

As we bid farewell to the past and eagerly welcome the dawn of a new year, let us take a moment to reflect on the incredible strides made in the realm of education, particularly in the field of literacy instruction. With its personalized and multisensory approach, Orton-Gillingham continues to be a powerful tool in your hands, bridging the gaps for students who face challenges in decoding and encoding written language.

The essence of Orton-Gillingham lies not just in its structured and systematic techniques but also in the compassionate and individualized approach you bring to the classroom. Each struggling reader entrusted to your care is a unique individual with a distinctive set of strengths and challenges. Your ability to tailor the Orton-Gillingham method to meet the specific needs of each student is a testament to your dedication and expertise.

In the spirit of a new beginning, let us reaffirm our commitment to fostering a love for learning in every child. The Orton-Gillingham approach addresses the technical aspects of reading and instills confidence and resilience in your students. As we venture into the coming year, let us celebrate the small victories, the moments of breakthrough, and the triumphs that might not make headlines but are etched forever in the hearts of the children you inspire.

Remember, you are not just teaching reading; you are unlocking a world of possibilities for your students. The skills they acquire under your guidance will serve as the foundation for a lifetime of learning and achievement. Your role extends beyond the classroom walls; you are shaping the future, one word at a time.

As you embrace the challenges and triumphs of the new year, may you find renewed energy and inspiration in the knowledge that your work is making a profound impact. You are the architects of change, the champions of literacy, and the guiding lights for those who may have lost their way in the vast language landscape.

Here's to a new year filled with continued growth, boundless enthusiasm, and the joy of witnessing the transformative power of education. Thank you for being the driving force behind the success stories that will unfold in the chapters of the coming year.

Wishing you a year of unparalleled fulfillment and success in your noble pursuit.

With gratitude,

Kerri McDonald-Schaub, M.Ed.

Accredited Fellow/OGA

OG Practitioners Know the Science of Reading Matters

July 7, 2023 by Kerri McDonald-Schaub

The science of reading is an interdisciplinary field that combines research from various disciplines, including cognitive psychology, linguistics, neuroscience, and education, to understand how reading works and how individuals learn to read. It identifies the evidence-based skills required for effective reading instruction. The Orton-Gillingham approach follows the science of reading.

Phonemic awareness refers to identifying and manipulating individual sounds (phonemes) in spoken words. Research has shown that phonemic awareness is crucial for developing strong reading skills. The science of reading emphasizes explicit instruction in phonemic awareness, helping students recognize and work with language sounds. Phonemic awareness is the first skill addressed on the decoding side of an OG lesson.

Phonics involves teaching the relationship between letters and sounds. It helps students understand the sound-symbol correspondence in written language. The science of reading supports systematic and explicit phonics instruction, where students learn letter-sound correspondences and apply them when decoding words. This approach helps students become proficient readers and improves their ability to decode unfamiliar words. The decoding side of an OG lesson involves direct and explicit instruction in phonics.

Vocabulary plays a vital role in reading comprehension. The science of reading highlights the importance of building students' vocabulary knowledge through explicit instruction. Effective vocabulary instruction includes teaching word meanings, word relationships, and strategies for figuring out the meaning of unknown words from context. After OG practitioners develop students’ phonetic skills, they teach morphemes and meaningful word parts. These include prefixes, roots, and suffixes (e.g., unreported, rejecting). The teaching of morphology is critical to building students’ vocabularies. 

Fluency refers to the ability to read accurately, smoothly, and with appropriate expression. Fluent reading enhances comprehension. The science of reading emphasizes the need for regular reading practice to develop fluency. It encourages repeated reading of texts, along with modeling and guided practice, to improve students' reading rate and accuracy. Fluency and oral reading practice are integral parts of an OG lesson.

The science of reading recognizes the importance of teaching explicit comprehension strategies. These strategies help students actively engage with the text, make connections, ask questions, summarize information, and monitor their understanding. Research has shown that teaching comprehension strategies improve students' reading comprehension and their ability to think critically about what they read. The main focus of an OG lesson is to help students build their decoding skills to allow them to comprehend the material they are reading.

The science of reading emphasizes the use of evidence-based instructional practices. It encourages educators to base their teaching methods on research findings and proven strategies. By using instructional approaches grounded in scientific evidence, educators can provide effective reading instruction that meets the needs of diverse learners. OG is such an approach. A fundamental principle of OG is to use the skills identified in the science of reading to provide students with diagnostic and prescriptive teaching based on the specific needs of each student. 

Overall, the science of reading provides educators with the core elements of research-based reading instruction. By applying these evidence-based practices, students can develop strong reading skills, leading to improved literacy outcomes. While the science of reading identifies the skills necessary to learn how to read, the OG approach teaches educators what to teach students so that they can learn to read. OG practitioners understand at a profound level that the science of reading matters!

OG of the North Shore is offering two summer courses beginning July 10th and August 7th. Click here to see the schedule, and email ognorthshore@gmail.com to register. 

Handwriting Matters:  Letter Formation Supports Early Reading Development

June 5, 2023 by Kerri McDonald-Schaub

Teaching handwriting to children plays a vital role in developing their reading skills. Forming letters helps children recognize and remember the shapes and sounds of individual letters and establishes the foundation for word recognition and comprehension. Handwriting practice is essential for dyslexic learners because handwriting is a multisensory process that brings the alphabetic principle to life as students match phonemes to graphemes.

When children learn to write by hand, they practice the rules of letter order and how letters combine to form words. Handwriting exercises require children to pay close attention to the fine details of letter shapes, proportions, and spacing. Children develop a visual and kinesthetic memory of word patterns by physically forming letters and composing words. Research shows that children who develop their handwriting skills are better equipped to decode and encode words.

When I began teaching nearly forty years ago, manuscript (or print) was introduced in the first grade when children were learning to read and were expected to master it by the end of second grade. Students learned cursive in third grade because it allowed for faster writing and note-taking. Experts differ on whether cursive should be taught exclusively to dyslexic learners as they maintain that it eliminates reversals. However, there is little evidence to support this claim, and there are clear advantages to teaching students print, as these letter formations are similar to what they see when they read. Whether children learn manuscript or cursive is up for discussion, but what is of utmost importance is that we directly and explicitly teach our dyslexic learners how to write their letters legibly and with automaticity. Choose a method that teaches similar letter formations together (e.g., the letters c, a, o, and d begin with the letter c). If you observe your student confusing the letters b and d, teach the letter b formation to mastery before introducing the letter d. Reinforce that b starts with a bat that hits the ball. When you teach the letter d, teach it as c comes before d. If the student learns to form these letters differently, they are less likely to confuse them.

In conclusion, proper letter formation strengthens students' letter recognition, phonics knowledge, word formation, and visual discrimination abilities. As OG practitioners, we should recognize the symbiotic relationship between handwriting and learning to read and foster the skill of letter formation by including handwriting practice in each lesson because, for our dyslexic learners, handwriting matters!

OG of the North Shore is offering two summer courses beginning July 10th and August 7th. Click here to see the schedule, and email ognorthshore@gmail.com to register. 

Elevate Your Expertise: Sign up for summer Orton-Gillingham training

May 28, 2023 by Kerri McDonald-Schaub

As we approach the end of the school year and eagerly await the arrival of summer, it's the perfect time for educators to not only recharge but also invest in their professional growth. If you're passionate about the Orton-Gillingham approach and committed to supporting students with dyslexia, or want to learn more about this gold standard approach to teaching decoding and encoding skills, why not take advantage of the summer break to enhance your expertise? In this blog post, we'll explore the importance of signing up for summer Orton-Gillingham training and how it can empower you as an educator.

1. Accelerate Your Professional Development:

Summer is an ideal season to focus on personal and professional growth. By enrolling in a summer Orton-Gillingham training program, you can accelerate your professional development journey. These specialized courses provide in-depth knowledge, practical strategies, and hands-on experience to help you learn Orton-Gillingham skills and broaden your instructional toolbox. It's an opportunity to become an even more effective advocate for struggling readers.

2. Stay Ahead of the Curve:

Education is a field that constantly evolves, and it's essential to stay ahead of the curve to provide the best support to your students. Summer training in Orton-Gillingham equips you with the latest research, methodologies, and resources, ensuring that you're up to date with the most effective strategies for dyslexia instruction. By investing in your own learning, you can ensure your teaching remains cutting-edge and impactful.

3. Connect with Like-Minded Educators:

One of the invaluable aspects of summer Orton-Gillingham training is the opportunity to connect with a community of like-minded educators. These training programs often foster collaboration and networking, allowing you to engage in meaningful discussions, share experiences, and exchange ideas with fellow educators who are also passionate about dyslexia instruction. Building these connections can provide ongoing support and inspiration throughout your teaching career.

4. Expand Your Career Opportunities:

By completing summer Orton-Gillingham training, you enhance your professional credentials and open doors to new career opportunities. Your expertise in the Orton-Gillingham approach can make you a highly sought-after educator, both within your current school or district and in the broader educational community. Investing in your professional development can lead to advancement, increased job satisfaction, and the chance to positively impact more students lives.

As the school year draws to a close, seize the opportunity to invest in your professionalgrowth and elevate your expertise through summer Orton-Gillingham training. By accelerating your professional development, staying ahead of the curve, connecting with like-minded educators, and expanding your career opportunities, you're not only investing in yourself but also in the success of your students. So, make the most of this summer break and sign up for an Orton-Gillingham training program that will empower you to transform lives and make a lasting difference.

OG of the North Shore is offering two summer courses beginning July 10th and August 7th. Click here to see the schedule, and email ognorthshore@gmail.com to register. 

Choosing words for your OG word list

May 18, 2023 by Kerri McDonald-Schaub