When a child struggles to learn to read, families are often flooded with advice, programs, apps, tutoring recommendations, and school interventions. It can quickly become overwhelming. One of the most commonly recommended approaches for students with dyslexia is the Orton-Gillingham approach, often shortened to “OG.” But many parents are left wondering: What exactly is it, and why is it considered so effective?
The Orton Gillingham approach is not a single curriculum or boxed reading program. Instead, it is a structured, research-informed methodology designed specifically for individuals who struggle with reading, spelling, and written language due to dyslexia and related language-based learning differences.
For many students with dyslexia, learning to read does not happen naturally or automatically. Reading requires explicit instruction that directly teaches the structure of language in a systematic and highly individualized way. That is where the Orton-Gillingham approach becomes so important.
Dyslexia is a neurobiological difference that primarily affects the development of reading and spelling skills. It is not related to intelligence, motivation, or effort. In fact, many individuals with dyslexia are highly intelligent, creative, and capable learners.
The challenge lies in how the brain processes language, particularly the relationship between sounds and written symbols. Students with dyslexia often have difficulty with:
Without the right type of instruction, these students can begin to feel discouraged, anxious, or defeated academically. Many work significantly harder than their peers simply to keep up.
The good news is that decades of research have shown that structured literacy approaches rooted in the Orton-Gillingham methodology can make a significant difference.
The Orton-Gillingham approach was developed in the 1920s by neurologist Dr. Samuel Orton and educator Anna Gillingham. Their work focused on understanding how students with dyslexia learn differently and how reading instruction could be adapted to better meet their needs.
Rather than relying on memorization or guessing strategies, the Orton-Gillingham approach teaches language in a direct, explicit, sequential, and multisensory way.
Key characteristics of the approach include:
This means students are not expected to “pick up” reading naturally. Skills are intentionally taught step-by-step, building upon previously mastered concepts.
At its core, Orton-Gillingham is essentially a multisensory approach to structured literacy instruction. The multisensory component, using visual, auditory, kinesthetic, and tactile pathways simultaneously, is especially important for many students with dyslexia because it strengthens multiple pathways to learning and retention.
One of the biggest misconceptions about Orton-Gillingham is that simply purchasing an “OG-based” curriculum is enough. In reality, the effectiveness of the approach often depends heavily on the Orton Gillingham training and expertise of the person delivering the instruction.
Effective Orton-Gillingham instruction requires far more than following a scripted lesson plan. A highly trained practitioner understands:
This is why highly trained dyslexia therapists and Certified Academic Language Therapists (CALTs) are so valuable. A skilled therapist is constantly analyzing how the student responds to instruction, identifying breakdown points, adjusting pacing, and adapting lessons in real time.
Two students with dyslexia may require very different instructional approaches, even when using the same structured literacy framework. One student may need significantly more repetition and phonemic awareness support, while another may require heavier emphasis on spelling, morphology, fluency, comprehension, or written expression.
The flexibility of the Orton-Gillingham approach is one of its greatest strengths, but that flexibility also requires extensive training and clinical judgment to implement effectively.
One of the defining features of the Orton-Gillingham approach is multisensory instruction. Students learn using visual, auditory, kinesthetic, and tactile pathways simultaneously.
In a lesson, a student may:
This simultaneous engagement of multiple senses helps strengthen neural pathways involved in reading and spelling.
For students with dyslexia, this can reduce cognitive overload and improve retention. Rather than relying on one learning pathway, instruction becomes more integrated and accessible.
For example, instead of simply memorizing the word “ship,” a student may:
These repeated multisensory experiences help reading become more automatic over time.
Many students with dyslexia struggle when reading instruction assumes skills will naturally develop through exposure alone. The Orton-Gillingham approach removes much of the guesswork.
Instruction is highly structured and follows a carefully planned sequence. Skills are introduced in a logical order, beginning with foundational phonemic awareness and progressing toward more advanced reading and spelling concepts.
Students typically work through:
Importantly, concepts are continuously reviewed. Students do not simply learn a skill once and move on. Previously taught concepts are practiced repeatedly until mastery develops.
This cumulative structure helps fill foundational gaps that are often present in struggling readers.
This is an important question for families researching dyslexia intervention.
Many programs advertise themselves as “Orton-Gillingham based,” but the quality, depth, and therapeutic intensity can vary significantly. Some programs provide strong structured literacy foundations, while others use the terminology more loosely.
Additionally, not all programs are considered therapeutic-grade interventions. Families should look beyond marketing language and ask important questions such as:
The Orton Gillingham curriculum matters, but the therapist’s expertise and the intensity of the intervention matter greatly as well.
Several respected programs are rooted in Orton Gillingham principles. Two widely recognized therapeutic programs include:
Developed by the Texas Scottish Rite Hospital for Children, Take Flight is an intensive intervention designed specifically for students with dyslexia. It includes structured lessons focused on phonemic awareness, decoding, spelling, fluency, comprehension, and written language.
Developed through the Neuhaus Education Center, Basic Language Skills (BLS) also follows structured literacy principles and emphasizes explicit, cumulative instruction in reading and spelling.
Both programs are designed to address the underlying language weaknesses associated with dyslexia rather than simply teaching coping strategies.
One question many families ask is whether structured literacy intervention can be effective virtually. While in-person intervention has traditionally been common, advances in technology and instructional methods have expanded access to quality dyslexia therapy online.
Virtual dyslexia therapy can be especially valuable for:
When implemented effectively, online structured literacy instruction can still include multisensory elements, active participation, diagnostic teaching, and individualized pacing.
Many students actually benefit from the focused one-on-one nature of virtual instruction and the consistency it provides.
One aspect of dyslexia intervention that is sometimes overlooked is the emotional toll reading struggles can take on a child.
Students with dyslexia often experience:
Effective intervention is not only about improving reading accuracy. It is also about rebuilding confidence and helping students understand that their struggles are not a reflection of intelligence.
When students begin experiencing success through structured literacy instruction, many families notice changes far beyond academics. Confidence grows. Participation increases. School becomes less emotionally draining.
Progress may not happen overnight, but the right support can significantly change a student’s educational experience and long-term relationship with learning.
The Orton-Gillingham approach has remained relevant for over a century because it aligns with what research continues to show about how struggling readers learn best.
Students with dyslexia benefit from:
While no single approach is a perfect fit for every child, structured literacy methodologies rooted in Orton-Gillingham principles continue to be considered one of the most effective ways to support students with dyslexia.
For families navigating dyslexia, understanding the “why” behind intervention can make the process feel far less overwhelming. Reading struggles are real, but with appropriate support, progress is absolutely possible.
At Dyslexia on Demand, we make the Orton Gillingham approach the foundation of our therapeutic model. Our team consists exclusively of Certified Academic Language Therapists (CALTs) who are trained to implement these protocols with clinical precision.
By combining research-based methodology with our specialized virtual environment, we provide high-intensity intervention that helps students thrive. Schedule a free consultation today to learn how our structured programs can support your child.
International Dyslexia Association. (2019). Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties.
International Dyslexia Association. What Is Dyslexia?
Shaywitz, S. (2020). Overcoming Dyslexia (2nd ed.). Alfred A. Knopf.
Texas Scottish Rite Hospital for Children. Take Flight: A Comprehensive Intervention for Students with Dyslexia.
Neuhaus Education Center. Basic Language Skills Program.
National Institute of Child Health and Human Development (NICHD). Research on Reading Development and Dyslexia.
Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers (3rd ed.).
Megan Pinchback is the founder and owner of Dyslexia on Demand and a Certified Academic Language Therapist (CALT). She is also the co-host of the Don’t Call on Me Podcast, a national speaker on dyslexia, social media educator and advocate, mom of five, and grandma to one. Through her work, she is passionate about helping families better understand dyslexia, access evidence-based support, and feel less alone in the journey.
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