How Quickly Dyslexic Students Improve Their Reading Skills Using Orton-Gillingham

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How Quickly Dyslexic Students Improve Their Reading Skills Using Orton-Gillingham

Post by languagetuneupkit » Tue Apr 18, 2017 8:22 am

Often dyslexia can go unnoticed for a time: Dyslexic students are often quite creative and eager to blend in with the rest of the class, so they memorize several words by sight in order to appear that they are reading on grade level. But while the dyslexic student is obviously bright and seems to be keeping up with the class, possibly even “reading” books attentively during independent reading time, that student is actually lagging further and further behind in reading skills. And when the dyslexia is finally discovered, the child’s parents often wonder: Is it possible for a dyslexic child.

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Re: How Quickly Dyslexic Students Improve Their Reading Skills Using Orton-Gillingham

Post by AbigailM » Tue Apr 18, 2017 12:49 pm

Actually, we don't recommend Orton-Gillingham precisely because progress is very slow. Most documentation about O-G suggests that a child will gain 18 months of reading improvement over the course of 12 months of tutoring, and recommends that tutoring continue for a period of several years.

In contrast we often see very rapid improvement with Davis methods, often with immediate and dramatic rates of improvement over the course of a single program week. See ... ing-gains/

I think that there are two key factors that contribute to the Davis difference:

1) Davis begins by providing tools and strategies to address perceptual problems. (Such as letter reversals or the sensation of letters and words moving or shifting position on the page). Unless the perceptual issues are first recognized and addressed, any teaching method will fail, simply because the student is not able to sustain focus and accurately interpret the symbols on the page.

2) The Davis reading strategies are comprehensive and focused on word meaning as well as the sound of words and visual appearance. This better serves the needs of dyslexic children and of mature readers as well - as even among non-dyslexic readers, reliance on phonetic decoding begins to taper off by age 10. Phonetic decoding is important for most young, beginning readers, but can be particularly difficult for dyslexic readers because they tend to interpret the sounds of language differently. See ... esnt-work/

The recommendation for O-G is particularly inappropriate for adults, as there is very little evidence that teaching phonetic strategies is has much effect beyond the age of 7 or 8. There is a significant and growing body of brain research showing that dyslexic teenagers and adults who are able to read well so so by using alternative, right-brain strategies rather than relying on phonetic approaches. See ... -pathways/

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