This therapy is 1:1 or in small groups and is based upon the Orton Gillingham methodology, which is cumulative, structured, systematic, language based, and taught to mastery.  

There is a significant focus on phonological and morphological language, to help the student be able to understand word structure, and therefore decode and spell words.  Once a student understands syllable type, then they understand what the vowel sound in each syllable should say.  

There are multiple opportunities to address speech needs as well.  When you address speech, language, reading, writing, spelling and handwriting in an integrated manner, then all areas begin to reveal improvement.

The idea is to teach the target skill in many different ways each lesson.  The skill may take many sessions to master for speaking, reading, writing and processing.  You work at the student’s pace, not at a given curriculum’s pace.  You only advance to the next skill, when the child is ready to move up to the next skill in the hierarchy.  Once a skill is learned and mastered, it is still never left behind.  There is constant review of old skills while introducing new skills.

In O/G programs, there are many opportunities to address semantic language, syntax of language, and reading comprehension skills as well.

It is NOT necessary to have a diagnosis of dyslexia to benefit from this type of teaching.  Students who will benefit from this type of teaching include:

1. Students with an actual diagnosis of language based dyslexia
2. Dysfluent readers, (kids who do not have good Dibels/AIMS/BRI scores)
3. Kids diagnosed with unspecified Learning Disability
4. Students who can speak English fairly well, but may be having learning issues related to reading and writing
5. ELL students
6. Those who can read well, but do not SPELL and WRITE well