The Orton-Gillingham approach is a structured, multimodal method for teaching reading, spelling, and writing, and is especially effective for individuals with dyslexia. Developed in the 1930s by Dr. Samuel Orton, a neuropsychiatrist, and Anna Gillingham, an educator and psychologist, the method was designed to address "word-blindness"—now known as dyslexia. Their collaboration combined Orton’s research on the neurological basis of reading difficulties with Gillingham’s language instruction expertise to create a systematic, evidence-based teaching approach. The Orton-Gillingham Approach is:

• Diagnostic and prescriptive

• Individualized

• Language-Based and Alphabetic/Phonetic

• Direct and Explicit

• Simultaneous Multi-sensory

• Structured, sequential, and cumulative, but flexible

• Cognitive

• Emotionally sound

Learn more about these principles and what they mean here.

Students with dyslexia

OG is a gold-standard, evidence-based approach specifically designed for students with dyslexia.

Students with other language-based learning differences,

Students with dysgraphia, auditory processing challenges, or specific learning disabilities in reading/writing.

Struggling readers and spellers

Even without a formal diagnosis, students who have difficulty decoding, encoding, or reading fluently benefit from OG’s structured, multi-sensory approach.

Early learners (K–2)

Young students who may need strong foundational instruction in phonemic awareness, phonics, and handwriting.

Students who thrive with structure and routine

OG’s explicit, sequential method supports learners who benefit from predictable, step-by-step instruction.

English Language Learners (ELLs)

When adapted appropriately, OG can help build phonics and vocabulary skills.

The Orton-Gillingham Academy suggests 2 to 5 sessions per week. Most students do best with 2-3 sessions weekly.

Orton-Gillingham tutoring is most effective when it's consistent and tailored to your child’s unique needs.

Regular sessions help reinforce learning, boost confidence, and create lasting change, especially for students with dyslexia or other language-based learning differences.

Each session can be 45 to 60 minutes, depending on the student’s age and focus.

Orton-Gillingham is a long-term, structured approach. Many students attend sessions for several months to a year or more, depending on their challenges and goals.

Kindergarten - 1st Grade

+ Difficulty learning and remembering letter names and sounds

+ Difficulty learning and recognizing "sight words"

+ Difficulty reading or spelling simple words

+ May guess at words instead of decoding them

+ Does not quickly recognize words they have seen many times before and must sound them out every time

+ Dislikes and avoids reading and writing activities

2nd Grade +

+ Reads a year or more below grade level

+ Oral reading is slow, labored, and often inaccurate

+ Difficulty reading unfamiliar words; may make wild guesses

+ May say things like, "I don't know that word" or "I haven't learned that word," instead of attempting to decode it

+ Has poor reading comprehension

+ Has poor spelling