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The Orton-Gillingham approach is a reading method using direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling to students with dyslexia as these skills do not develop with the same automaticity that the regularly functioning reading brain does. 


In the hands of a well-trained and experienced dyslexia therapist, it is a powerful tool of exceptional breadth,depth and flexibility. This information has been around for a significant amount of time!


Each child is evaluated, and an individualized action plan put in place. This plan is condensed with multi-sensory material, due to the learner’s lack of phonetic awareness. Sight, hearing, touch, and movement are applied to everyday instruction to help students understand the relationship between letters, sounds, and words. They see the word, spell it, say it, write it, and even combine sensory learning, at times. Concepts are broken down starting with a basic skill and allowing students time to master one task before moving on to the next, creating.


We take pride in exclusively utilizing therapeutic programs based in the Orton-Gillingham methodology and bringing our web-based plans to people who may not otherwise have access to such successful programming. Our Orton Gillingham based therapy program is founded on years of research and data and delivers proven, lasting results. Near or far, we are here to help.

The Science of Reading

The Science of Reading (SoR) is a comprehensive body of research that encompasses years of scientific knowledge, spans across many languages, and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more.


The way the brain learns to read is backed by decades of research. Our brains are hardwired to learn to speak, but not to read. To learn to read, students need to be able to do two things: decode written words and comprehend what those words mean. This requires explicit, systematic instruction and practice over time.


In the field of education and teacher preparation, the science of reading is important because understanding the cognitive processes that are imperative for successful reading acquisition has the potential to translate into successful reading instructional practices.


Decades of scientific research have identified five essential components of effective reading instruction for young children: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Research has also demonstrated the importance of content knowledge and writing on students’ reading success.


Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She began her professional career as a neuropsychology technician and teacher of students with learning disabilities. Dr. Louisa Moats has given a voice to the Science of Reading movement and continues to make literacy a priority for all of our kids.  Moats is the author of Language Essentials of Teaching and Spelling (LETRS).  I was personally trained by her in 2006, and the experience was life changing and changed the trajectory of my educational career.


“LETRS provides the knowledge of current research on how language skills, including reading, are developed. It is designed to enhance teacher knowledge on the subject and the ideas presented can be used with any high-quality reading program. As a state framework quotes LETRS author Louisa Moats, “teaching reading is rocket science,” we need to know and understand the science behind reading to be successful reading instructors.

“Orton-Gillingham is an approach to reading instruction that encompasses best practices for students with dyslexia and has been found to be beneficial for all students. These practices are multi-sensory allowing for activation of the senses which activates multiple areas of the brain.  Like LETRS, this approach can be used with any high-quality reading program.”  Simply stated, The Science of Reading is the “why” and systematic reading instruction is the “how”.