The word dyslexia is everywhere right now—and in many ways, that’s a good thing. Increased dyslexia awareness has led to earlier identification, stronger advocacy, and more families finally finding answers.
At the same time, this awareness has created confusion for parents searching for qualified dyslexia intervention.
Families are often told, “Your child is getting Orton-Gillingham, so they’re covered.”
Or, “This teacher is trained in dyslexia.”
Or, “We use a structured literacy approach.”
While these statements sound reassuring, they don’t always tell the full story.
The truth is this: There are multiple levels of dyslexia professionals, and the level of training directly impacts student outcomes. And they are all technically trained in Orton-Gillingham.
Orton-Gillingham (OG) is not a certification, license, or degree. It is an instructional approach used in structured literacy and dyslexia intervention.
The Orton-Gillingham approach emphasizes:
However, simply saying that someone “uses Orton-Gillingham” does not indicate how much training they have—or whether they are qualified to provide dyslexia therapy, especially for students with severe dyslexia.
In many schools today, Orton-Gillingham instruction may be delivered by educators who have:
This is not a reflection of teacher effort. It is a systemic issue in dyslexia education and training.
One of the most confusing aspects of dyslexia support for families is that many credentials and titles sound similar, yet represent very different levels of training and instructional scope. Understanding not only the title but also who each level is best suited to work with, helps families make informed, confident decisions.
Typical roles and titles include general education teachers, special education teachers, and reading teachers implementing district-adopted literacy programs.
Common training examples include Orton-Gillingham–based professional development, short OG workshops, OGA Classroom Educator–level training, partial or full LETRS coursework, and district-led structured literacy initiatives.
These educators are best suited for general classroom instruction. Their role is to strengthen core reading instruction, apply structured literacy strategies across a classroom setting, and support early literacy development for all students. This level is not designed to provide intensive remediation or individualized dyslexia therapy, particularly for students with moderate to severe dyslexia.
Typical roles and titles include reading interventionists, dyslexia tutors, and academic intervention specialists working in small groups or one-on-one settings.
Common training examples include program-specific certifications, partial structured literacy certifications, short-term dyslexia certificate programs, and in some cases OGA Associate-level training, depending on the depth of practicum.
These professionals are best suited for supplemental instruction. They often provide additional practice and reinforcement outside the general classroom and may support students with mild reading difficulties. While they can offer more focused instruction than a classroom teacher, training depth and diagnostic expertise vary widely, which may limit their ability to individualize instruction for students with complex or severe dyslexia.
Typical roles and titles include Certified Academic Language Practitioners (CALP), CERI-certified practitioners, and some OGA Associates, depending on program structure and supervised practicum requirements.
Common training characteristics include formal structured literacy coursework, typically totaling fewer than 200 hours, limited or shortened supervised practicum experiences, and training that emphasizes lesson delivery and program fidelity over deep diagnostic analysis.
Certified dyslexia practitioners are often well-suited for targeted individual or small-group instruction, particularly for students with mild to moderate dyslexia. They may work independently or under the supervision of a more highly trained dyslexia therapist. While this level allows for more individualization than classroom or tutoring roles, it may not provide sufficient depth for students with severe dyslexia or multiple co-occurring learning differences.
Typical roles and titles include Certified Academic Language Therapists (CALT), OGA Fellows, and therapists certified through nationally recognized dyslexia training organizations.
Training at this level typically includes more than 200 hours of structured literacy coursework, a comprehensive and supervised practicum with students with dyslexia of up to 700 hours, advanced study of phonology, morphology, syntax, and semantics, and ongoing professional development and recertification requirements.
Certified dyslexia therapists are best suited for highly individualized, intensive dyslexia therapy. They are trained to analyze complex error patterns, adjust pacing and repetition, individualize instruction based on data, and support students with severe dyslexia or complex profiles that may include ADHD, language disorders, slow processing speed, or working memory weaknesses.
This level of training is considered essential when students require sustained, specialized intervention beyond what can be provided in a classroom or supplemental instructional settings. All clinicians at Dyslexia On Demand are Certified Academic Language Therapists (CALTs) and therefore trained at this expert therapist level.
Without clear distinctions, families may assume that all dyslexia professionals provide the same level of individualization. In reality, some roles are designed to support whole-class instruction, while others are specifically trained to deliver individualized dyslexia therapy.
Understanding these differences helps families align their child’s needs with the appropriate level of support, set realistic expectations for progress, and advocate for intervention that matches both the severity and complexity of their child’s learning profile.
When parents understand who is best suited for classroom instruction versus individualized intervention, they can make decisions based on fit, not just titles or terminology. You can learn more at Dyslexia On Demand.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45–S60. https://doi.org/10.1002/rrq.334
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.
Foorman, B. R., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Hayes, L., Henke, J., Justice, L., Kame’enui, E., & others. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
International Dyslexia Association. (2019). Structured literacy: Effective instruction for students with dyslexia and related reading difficulties. https://dyslexiaida.org
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley.
Moats, L. C. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing, 22(4), 379–399. https://doi.org/10.1007/s11145-009-9162-1
Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do (2020 ed.). American Federation of Teachers.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press.
Torgesen, J. K. (2004). Preventing early reading failure—and its devastating downward spiral. American Educator, 28(3), 6–19.
Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. HarperCollins.
©2026 Dyslexia On Demand. All Rights Reserved.
