| WHICH READING PROGRAMS WORK? "If you always do what you've always done, you'll always get what you've always gotten." -- Helen Bernstein For a child with reading difficulty, independent, scientific, replicated research supports the use of a reading system that is simultaneously multisensory, systematic, and cumulative, with direct and explicit instruction in phonemic awareness, followed by synthetic and analytic phonics with intense practice. This approach was originally created by Doctors Orton and Gillingham, and it is commonly referred to as an Orton-Gillingham system. For a list of the most well-known Orton-Gillingham systems, go to our links page. READING INSTRUCTION THAT WORKS Research shows that 95% of reading failure is preventable -- by using appropriate reading systems and well-trained teachers. Dr. Orton and Anna Gillingham developed a unique method and sequence to significantly improve the reading and spelling skills of children and adults with dyslexia way back in the 1930's. All the latest scientific, independent, replicated reading research supports using the Orton-Gillingham sequence and methodology when teaching reading to students with dyslexia. And yet most teachers, reading and resource specialists are not exposed to even one of the Orton-Gillingham-based systems during their years in college. Here are links to some of that research: * A Scientific Approach to Reading Instruction by Barbara Foorman, Jack Fletcher, and David Francis www.ldonline.org/ld_indepth/reading/cars.html * Teaching Reading is Rocket Science: What expert teachers of reading should know and be able to do by Louisa Moats http://www.aft.org/topics/reading/rocket.htm * Researchers Support Early Intervention for ALL Children Who Experience Difficulty Learning to Read by American Educational Research Associates www.aera.net/communications/news/020725.htm RESEARCH-BASED READING PROGRAMS Lessons from the NICHD Early Interventions Project in the District of Columbia Public Schools Excerpts from testimony of Ms. Linda Butler Committee on Education and the Workforce "Research has confirmed beyond doubt that good instruction can prevent or limit serious reading and writing difficulty. Most children will learn if instruction includes critical components beginning in kindergarten. Referrals to special education will decline if children are properly screened and taught in the regular classroom beginning in kindergarten and grade one. Struggling children will be more likely to maintain momentum if they are placed in tutorials with trained specialists even before a special education referral occurs. When schools abide by these principles, very few children fail to read. Policymakers can help schools focus on the issues, and can provide the necessary support for effective teacher preparation and professional development." |
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| What research shows doesn't work |
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