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Orton Gillingham for ParentsLori ShikumaFellow/OGA, Structured Literacy Dyslexia Specialist/IDAwww.teachyourdyslexicchild.comA COMPREHENSIVE GUIDE

Orton Gillingham for ParentsLori ShikumaFellow/OGA, Structured Literacy Dyslexia Specialist/IDAwww.teachyourdyslexicchild.comA COMPREHENSIVE GUIDE© 2024 Lori Shikuma. All rights reserved. No portion of this book may bereproduced in any form without permission from the publisher, except aspermitted by U.S. copyright law.Every effort has been made by the author and publishing house to ensurethat the information contained in this book was correct as of press time.The author and publishing house hereby disclaim and do not assumeliability for any injury, loss, damage, or disruption caused by errors oromissions, regardless of whether any errors or omissions result fromnegligence, accident, or any other cause. Readers are encouraged toverify any information contained in this book prior to taking any action onthe information.For rights and permissions, please contact:Lori ShikumaLori@teachyourdyslexicchild.com

ORTON GILLINGHAM FOR PARENTSWWW.TEACHYOURDYSLEXICCHILD.COMChapter 3: Understanding Dyslexia........................................................................17Chapter I: Don’t Wait -- Help Your Child Now....................................................7Chapter 4: What Makes Orton-Gillingham Unique..........................................22Chapter 2: The Science of Reading.........................................................................12Chapter 5: Phonology--The Science of Sounds in Reading..........................32LORI SHIKUMATable ofContentsChapter 6: Phonological Awareness--The Essential Component..............36Chapter 7: The Alphabetic Principle......................................................................41Chapter 8: Why Handwriting is Crucial in OG Instruction.............................45Chapter 9: The Basic Stage of Word Attack.......................................................50Chapter 10: The Intermediate Stage of Word Attack and Syllables............54Chapter 13: The Advanced Stage--Advanced Morphology...........................68Chapter 11: The Science and Art of Spelling.........................................................59Chapter 12: The Power of Morphology in Early Literacy Instruction............64Chapter 15: Understanding and Supporting Reading Fluency.......................79Chapter 16: Strong Reading Comprehension with Orton-Gillingham.........83Intro Call to Action!Chapter 14: The Critical Role of Vocabulary.........................................................73

LORI SHIKUMAHello! ABOUT MEEvery student I’ve worked with hasreinforced my belief in the power ofOrton-Gillingham. This approach hasthe potential to open doors forchildren who struggle with reading, andit is my mission to share thisknowledge with you.I know that learning Orton-Gillinghamcan feel overwhelming at first, and yes,there’s a lot of background knowledgeto understand. But I also know that, asa parent, you have the passion andperseverance it takes to make adifference in your child’s life. I startedmy OG journey with no teachingexperience. Today, I’m thrilled to besharing OG with you—because you cando it, too. Together, we can help yourchild find the reading success theydeserve.Thank you for joining me on thisjourney. I look forward to supportingyou every step of the way!I’m Lori Shikuma, and like many of you, Iam a parent who has experienced thechallenges and heartache of watching mychildren struggle with reading. Both of mykids were diagnosed with dyslexia, and Iknow firsthand the sleepless nights, theendless internet searches, and thefrustration of trying countless tools,programs, and tutors—only to see littleprogress.It was this journey that eventually led meto discover the Orton-Gillinghamapproach (often referred to as OG), whichchanged everything for us. After trying somany different methods, OG provided thebreakthrough I had been desperatelyseeking. This approach finally helped mychildren in ways I never thought possible,and it gave me the confidence and hopethat every parent of a struggling readerdeserves.Today, I am honored to be a Fellow withthe Orton-Gillingham Academy and aStructured Literacy Dyslexia Specialistwith the International DyslexiaAssociation. I also hold a master’s degreein education and have dedicated mycareer to helping other families throughthis journey. As an OG Fellow, I amcertified to train parents, teachers, andtutors in this powerful, life-changingapproach.My experience extends beyond my ownfamily. I’ve worked as a ReadingInterventionist in both public and privateschools, and I maintain a private tutoringpractice where I support students frompreschool through high school.ORTON GILLINGHAM FOR PARENTSllWarmly, Lori Shikuma

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAIN TR OD UC TI ONORTON GILLINGHAM FOR PARENTSWelcome to Orton-Gillingham forParents, a guide designed to help yousupport your child's reading journey,especially if they are struggling withreading difficulties like dyslexia. As aparent, understanding how to foster yourchild’s reading development is one of themost important things you can do to setthem up for success in school and beyond.This book will give you the knowledge andstrategies you need to become an activeparticipant in your child’s literacy learning,all while demystifying some of thecomplexities surrounding readinginstruction.The Orton-Gillingham (OG) approach isat the heart of this guide. Widely regardedas one of the most effective methods forteaching children with dyslexia, OG is astructured, systematic, and multisensoryapproach to reading that has transformedthe lives of countless struggling readers.Unlike many traditional methods, OGbreaks down the language intomanageable parts and teaches reading in asequential way that is tailored to eachchild’s individual needs. Whether yourchild has been formally diagnosed withdyslexia or simply struggles with reading,the principles in this book are relevant andactionable.What You’ll LearnThroughout this book, we will cover thecore components of reading instructionthat are essential for your child’s success.You will learn about the importance ofearly intervention, how the brain processesreading, and the science behind dyslexia. Additionally, we will explore eachstage of reading development,from mastering phonics andphonemic awareness tounderstanding advancedvocabulary and reading fluency.Practical strategies will be providedalong the way, helping you engagewith your child at home in asupportive and constructivemanner.We’ll also dive into morphology—the study of word parts likeprefixes, roots, and suffixes—whichis critical for comprehension andvocabulary development,especially as children advance intheir reading skills. Morphology, akey focus of the OG approach,gives students a deeperunderstanding of word structure,empowering them to read and spellcomplex words with greater ease.What is this book about?

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAWhat is this book about?IN TR OD UC TI ONORTON GILLINGHAM FOR PARENTSWhy Orton-Gillingham?Orton-Gillingham stands out for its systematic, individualized, multisensory, andstructured approach. Children don’t just learn by seeing or hearing—they engageall their senses in the structured learning process, which strengthens theirunderstanding of phonics, spelling, and word structure. This hands-on,personalized instruction makes the learning process both more engaging and moreeffective, particularly for children with dyslexia. As you read, you’ll gain insight intowhy this method works and how you can integrate OG principles into everydaylearning activities at home.The Role of ParentsAs a parent, you play a pivotal role in your child’s reading development. This bookwill guide you in becoming a more informed and active partner in your child’sliteracy journey. You’ll learn how to recognize the early signs of reading difficulties,advocate for your child’s needs, and apply OG strategies at home. With the righttools, you can help your child build confidence, develop strong reading skills, and—most importantly—discover the joy of reading.Moving Forward TogetherReading difficulties can be overwhelming for both you and your child, but with theOrton-Gillingham approach, there is a clear path forward. Orton-Gillingham forParents is here to empower you with the knowledge and strategies you need tomake a lasting impact on your child’s reading success. No matter where your childis on their literacy journey, you can make a difference.

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSDon’t Wait -- Help Your Child NowCH AP TE R IWhy Early Intervention is Crucial: A Call to Act NowIn today’s world, reading isn’t just an academic skill; it’s the key tolifelong success. Yet, many children struggle with reading from the start.As a parent, you might notice these difficulties before anyone else; trustyour instincts. Early intervention is essential, and waiting too long canhave long-lasting consequences for your child’s future.The State of Literacy in the U.S.: A Crisis UnfoldingLiteracy rates in the U.S. paint a concerning picture. According to theNational Assessment of Educational Progress (NAEP), only 32% of fourthgraders were reading proficiently in 2022. Reading proficiently isneeded to access grade-level curriculum, and the consequences of lowliteracy are staggering:85% of juveniles in the justice system are functionally illiterate

Over half of adults in U.S. prisons read at or below a fourth-gradelevelAccording to the World Literacy Foundation (2015), illiteracycontributes to economic losses exceeding $1.2 trillion globally eachyear.These statistics underscore the costs of the lack of proficiency inreading and how crucial it is to address reading difficulties early in life.The longer we wait, the more profound the effects on a child's academicand life trajectory.Why Early Intervention MattersResearch shows that children who struggle with reading in first gradehave an 88% chance of continuing to as adults. But the good news isthat early intervention can change this. Children who receive help at thein the first or second grade make twice the progress in readingcompared to those who receive help in third grade (Lovett et. al, 2017).Waiting for children to fail before offering support is not the answer. Aproactive approach—beginning in preschool or kindergarten—makes ahuge difference. Early screening and targeted instruction help identifychildren at risk for reading difficulties, allowing them to get the help theyneed before falling behind.The Matthew Effect: Why Waiting Is DangerousThe "Matthew Effect" describes a well-documented phenomenon inreading development: “the rich get richer, and the poor get poorer.” Insimple terms, children who start strong in reading continue to excel,while those who struggle early face an increasing gap. Children whodon’t master reading early on often avoid reading altogether, limitingtheir vocabulary, comprehension, and fluency, which impacts every areaof learning.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R I: C AT CH T HE M BE FO RE T HE Y FA LL ( CO NT .)ORTON GILLINGHAM FOR PARENTS

The earlier you help your child, the less likely they are to experience thissnowball effect. Daily reading time is crucial: A child who reads for just20 minutes a day is exposed to over 1.8 million words per year,compared to a child who reads for only 5 minutes daily, who is exposedto just 282,000 words. These differences accumulate rapidly and createa widening academic gap.Trust Your InstinctsAs a parent, you are your child’s first advocate. If you notice your child isstruggling with reading, don’t wait for the school to catch up. Schoolsoften delay intervention until a child is visibly failing, which can be toolate to avoid long-term consequences.Research from the National Institute of Child Health and HumanDevelopment (NICHD) found that 90-95% of poor readers can reachaverage reading levels with early, targeted help. By acting now, you giveyour child the best chance at success—not just in reading, but in everysubject that relies on literacy.Conclusion: The Time to Act Is NowThe window for early intervention is small, but its impact is enormous.You, as a parent, are in the best position to notice when your child isstruggling with reading. Don’t wait. Trust your instincts, seek earlysupport, and help your child develop the foundational skills they need tothrive in school and beyond. Every day counts. Take the first step todaytoward a brighter future for your child.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R I: C AT CH T HE M BE FO RE T HE Y FA LL ( CO NT .)ORTON GILLINGHAM FOR PARENTS

TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R I: C AT CH T HE M BE FO RE T HE Y FA LL ( CO NT .)ORTON GILLINGHAM FOR PARENTSFor Further Study:Video: Fletcher, J. M. (2021). Dr. Jack Fletcher: Understandingand Treating Students at Risk for Reading Difficulty. “Dyslexiacan be prevented”. California Dyslexia Initiativehttps://www.youtube.com/watch?v=HHLfXXC-DzUShort Article: Gaab, N. (2017) It’s a Myth that Young ChildrenCan’t Be Screened for Dyslexia. https://dyslexiaida.org/its-a-myth-that-young-children-cannot-be-screened-for-dyslexia/#:~:text=MYTH%201%3A%20Signs%20of%20dyslexia,preschool%20(or%20possibly%20earlier).Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). Journal of Speech,Language, and Hearing Research, 45(6), 1142-1157.Fletcher, J. M. (2021). Dr. Jack Fletcher: Understanding and TreatingStudents at Risk for Reading Difficulty.California Dyslexia Initiativehttps://www.youtube.com/watch?v=HHLfXXC-DzUGaab, N, (2017).It’s a Myth that Young Children Cannot be Screened forDyslexia. International Dyslexia Association. https://dyslexiaida.org/its-a-myth-that-young-children-cannot-be-screened-for-dyslexia/.Juel, C. (1988). Learning to Read and Write: Journal of EducationalPsychology, 80(4), 437-447.Lovett M., Fritjters, J., Wolf, M., Steinbach, K., Sevcik, R., Morris, R., (2017).Early Intervention at Risk for Reading Disabilities: The Impact of GradeIntervention and Individual Differences on Intervention Outcomes. Journalof Educational Psychology, 109(7), pp. 889-914, doi: 10.1037/edu0000181.Lyon, G. R. (1998). Why Reading Is Not a Natural Process. EducationalLeadership, 55(6), 14-18.National Center for Education Statistics. (2003). Literacy Behind Bars:Results from the 2003 National Assessment of Adult Literacy Prison Survey.U.S. Department of Education.National Center for Education Statistics. (2022). National Assessment ofEducational Progress (NAEP) 2022.Stanovich, K. E. (1986). Matthew Effects in Reading: Some Consequences ofIndividual Differences in the Acquisition of Literacy. Reading ResearchQuarterly, 21(4), 360-407.Torgensen, J. K., (1998) Catch Them Before They Fall: Identification andAssessment to Prevent Reading Failure in Young Children. AmericanEducator, 22, pp. 32-29.Torgensen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P.(2001). Journal of Educational Psychology, 93(4), 579-593.Torgesen, J. K. (2009). The Response to Intervention Instructional Model:Some Outcomes From a Large-Scale Implementation in Reading FirstSchools. Child Development Perspectives, 3(1), 38-40.World Literacy Foundation. (2015). The Economic & Social Cost of Illiteracy.RE F ERE N CES

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSThe Science of Reading--UnderstandingYour Child’s Reading BrainCH AP TE R 2Introduction: The Amazing Act of Learning to ReadUnlike speaking, reading doesn’t come naturally to us. It’s somethingevery child has to learn. While we’re born ready to talk, reading is a skill that our brains have todevelop over time. As researcher and author Maryanne Wolf explains,reading is a "cultural invention" that uses parts of the brain designed forother tasks, like recognizing objects and processing spoken language.This means that learning to read is all about the brain’s ability to adaptand form new connections—a concept known as neuroplasticity.

The Evolution of ReadingReading is a relatively new skill in human history. Early writing systemsappeared about 3,200 BC, but it wasn’t until much later that theyevolved into the alphabetic systems we use today. Learning to readinvolves creating new connections in the brain, using areas originallymeant for other functions. For example, the part of our brain thatrecognizes faces now helps us recognize letters and words. This showsjust how adaptable our brains are.How the Brain Handles ReadingReading is a complex task that involves several parts of the brainworking together, primarily in the left hemisphere.Frontal Lobe (The Brain’s Executive Center): This area is like thebrain’s CEO. It helps with attention, memory, and languageproduction—key skills needed for reading and understanding words.Parietal Lobe (The Integrator): This lobe combines information fromour senses and helps us focus on and navigate through text. It alsoplays a role in phonological processing, which is essential fordecoding words.Temporal Lobe (The Sound Processor): Located near the temples,this lobe is crucial for hearing and processing the sounds in words.It’s important for matching letters to their sounds—a foundationalskill for reading.Occipital Lobe (The Visual Processor): At the back of the brain, thislobe helps us recognize and interpret letters and words. The VisualWord Form Area (VWFA) in this region allows us to recognize wordsquickly and automatically, which is essential for fluent reading.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 2: T HE R EA DI NG B RA IN ( CO NT .)ORTON GILLINGHAM FOR PARENTS

FrontalParietalKinesthetic, TactileOccipitalVisualTemporalAuditoryWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 2: T HE R EA DI NG B RA IN ( CO NT .)ORTON GILLINGHAM FOR PARENTSThe Left Hemisphere of the BrainWernike'sVisualWord FormAreaBroca's"CEO"Specialized Reading Areas Two key areas in the left hemisphere are crucial for reading:Wernicke’s Area and Broca’s Area. Wernicke’s Area (The Comprehension Hub): This area connectsletters to sounds and helps us understand what we read. It’sespecially active when children are learning to decode words. Broca’s Area (The Speech and Grammar Center): This area helpsproduce speech and understand sentence structure, which isimportant for both reading aloud and silent reading.

How We Read: Two Key PathwaysWhen we read, our brains use two main pathways:The Decoding Pathway: This is used when we encounter unfamiliarwords and need to sound them out. It involves communicationbetween Wernicke’s Area and Broca’s Area.The Fluent Reading Pathway: This involves the Visual Word FormArea (VWFA). Once we recognize a word, we don’t need to sound itout—we recognize it instantly, allowing us to read fluently.The Dyslexic Reading BrainFor children with dyslexia, reading can be especially challenging. Dyslexiaoften involves a difficulty with phonological processing, making it hardto match sounds to letters in order to decode words. Research showsthat with targeted phonological interventions in the Orton-Gillinghamapproach, these challenges can be overcome. Orton-Gillingham is astructured, multisensory method that helps children with dyslexia buildthe skills they need to read. Studies have shown that this type ofinstruction can strengthen the reading networks in the brain, leading toimproved reading skills.Orton Gillingham, which is a structured, multisensory approach toteaching reading, has been shown to be particularly effective forstudents with dyslexia. It emphasizes the systematic teaching ofphonemic awareness and phonics, helping dyslexic students build theneural networks necessary for reading. Over time, brain imaging studieshave demonstrated that dyslexic students who receive Orton Gillinghaminstruction show increased activation in the left hemisphere readingnetworks, leading to improved reading skills .WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIIKUMACH AP TE R 2: T HE R EA DI NG B RA IN ( CO NT .)ORTON GILLINGHAM FOR PARENTS

Dehaene, S. (2009). Reading in the Brain: The New Science of HowWe Read. Viking.Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2018). CognitiveNeuroscience: The Biology of the Mind (5th ed.). W.W. Norton &Company.Norton, E. S., & Wolf, M. (2012). Rapid Automatized Naming (RAN) andReading Fluency: Implications for Understanding and Treatment ofReading Disabilities. Annual Review of Psychology, 63, 427-452.Price, C. J., & Devlin, J. T. (2011). The Interactive Account of ventraloccipitotemporal contributions to reading. Trends in CognitiveSciences, 15(6), 246-253.Shaywitz, S. E., & Shaywitz, B. A. (2008). Overcoming Dyslexia: A Newand Complete Science-Based Program for Reading Problems at AnyLevel. Knopf.Wolf, M. (2008). Proust and the Squid: The Story and Science of theReading Brain. HarperCollins.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMARE FE RE NC ESORTON GILLINGHAM FOR PARENTSConclusion: The Brain’s Amazing Adaptability Learning to read highlights the brain’s incredible ability to adapt.While reading isn’t a natural skill, with the right support andpractice, every child can develop the necessary pathways tobecome a proficient reader. Understanding how the brain works inreading helps us, as parents and educators, support our children’sreading journeys. Even if reading starts out as a struggle, with the right help, allchildren can develop their reading brains and unlock their fullpotential.For Further StudyVideo: Dr. Stanilas Dehaene, How the Brain Learns to Readhttps://www.youtube.com/watch?v=25GI3-kiLdoCH AP TE R 2: T HE R EA DI NG B RA IN ( CO NT .)

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSUnderstanding DyslexiaCH AP TE R 3What is Dyslexia?Dyslexia comes from the Greek words "dys" (difficulty) and "lexia"(language). It’s a neurological difference that makes reading andlanguage processing more challenging using traditional readinginstruction. You might think of dyslexia as one form of neurodiversity,reflecting the unique ways our brains can process written and spokenlanguage.To understand it better, the International Dyslexia Association definesdyslexia as a specific learning disability that’s neurobiological in origin.Essentially, it often shows up as difficulty with word recognition, spelling,and decoding. These challenges usually stem from issues with how thebrain processes the sounds of language, which can be surprisingbecause they often occur despite a person’s normal intelligence andgood classroom instruction.Because of these challenges, dyslexia can also lead to problems withreading comprehension and a slower development of vocabulary. This isoften because children with dyslexia might read less than their peers.

Dispelling Myths and Understanding FactsThere are many myths about dyslexia that can lead to confusion andstigma. Let’s clear up some of the most common ones:Myth: Dyslexia is a problem with seeing letters backward. Fact:Dyslexia is about difficulty processing language, rather than being avisual issue. Dyslexic individuals don’t see things backward; they usetheir innate ability to see objects from all angles.Myth: Intelligence is linked to dyslexia. Fact: Dyslexia affects peopleacross the entire spectrum of intelligence. It’s not related to howsmart someone is.Myth: Dyslexia can be outgrown. Fact: Dyslexia is a lifelongneurological difference, but with the right strategies and support,individuals can significantly improve their reading and writing skills.Myth: Dyslexia can't be diagnosed early. Fact: Early signs of dyslexiacan often be spotted, and interventions can begin as early aspreschool and kindergarten, setting the stage for better outcomes.Myth: Only severe cases are truly dyslexia. Fact: Dyslexia exists on aspectrum--mild to severe. This means that even mild cases canbenefit greatly from the right interventions.Myth: People with dyslexia can’t learn to read. Fact: Withappropriate, targeted interventions like the Orton-Gillinghamapproach, individuals with dyslexia can indeed become proficientreaders.Recognizing Early Signs: What to Watch ForIdentifying dyslexia early allows for timely support, which can change thetrajectory of a child’s learning. Here are some signs to look out for atdifferent stages of development:WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 3: D YS LE XI A (C ON T. )ORTON GILLINGHAM FOR PARENTS

Preschool to Kindergarten:delays in speech development and difficulty learning new wordsin oral languageregular confusion or mix-up of sounds in words struggle with rhymingdifficulty recognizing letters and linking them to soundsKindergarten to First Grade:persistent trouble connecting letters to their sounds low scores on phonemic awareness tasks and difficulty readingsimple wordspersistent reversing of letters (e.g. b vs. d) in reading and writingSecond to Third Grade:even after substantial practice, difficulty recalling irregular wordscontinued struggles with phonics with frequent spelling errorsslow, inaccurate reading affecting comprehensiondislike or avoidance of readingGrades Four to Six:consistently low scores on reading fluency tests.persistently skips, substitutes, or inserts words while readingpersistent struggles with spelling, leading to poor writtenexpression.avoids or refuses to readMiddle School and High School:reading remains a slow and laborious process.overwhelmed by multiple assignments or test preparations.written tasks continue to be challenging, and emotional issueslike anxiety could arise due to academic pressures.avoids or refuses to readWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 3: D YS LE XI A (C ON T. )ORTON GILLINGHAM FOR PARENTS

How to Support Your Dyslexic ChildIf your child has dyslexia, using tailored educational strategies andsupport can make a significant difference. The Orton-Gillinghamapproach, which is structured, explicit, and multisensory, breaks readinginto smaller, manageable steps. This helps students gradually progressfrom simple to more complex tasks.In addition to specialized teaching methods, accommodations such asextra time on tests, using technology to assist with reading and writing,and alternative ways of assessing learning can be incredibly helpful.Knowing Your Child’s RightsAs a parent, understanding your child’s legal rights is crucial in ensuringthey receive the support they need at school. In the U.S., dyslexia iscovered under the Americans with Disabilities Act (ADA) and studentsmight qualify for services under the Individuals with DisabilitiesEducation Act (IDEA). Additionally, Section 504 of the Rehabilitation Actensures that students with disabilities receive reasonableaccommodations, so they aren’t unfairly disadvantaged.Conclusion: Empowering Your Child Through UnderstandingBy gaining a clear understanding of dyslexia, you can better supportyour child in overcoming challenges and thriving in school and beyond.Dispelling myths and adopting informed approaches can create anenvironment where your child’s strengths are nurtured, and theirchallenges are effectively addressed. With the right support like Orton-Gillingham, your child can excel andachieve success in all areas of life.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 3: D YS LE XI A (C ON T. )ORTON GILLINGHAM FOR PARENTS

RE FE RE NC ESFawcett, A. J. (2015). The Dyslexia Handbook 2015. British DyslexiaAssociationInternational Dyslexia Association. (2002). Definition of Dyslexia.Retrieved from https://dyslexiaida.org/definition-of-dyslexia/International Dyslexia Association. (n.d.). Fact Sheet:Accommodations for Students with Dyslexia. Retrieved fromhttps://dyslexiaida.org/accommodations-for-students-with-dyslexia/Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition ofdyslexia. Annals of Dyslexia, 53, 1-14.Moats, L., & Dakin, K. E. (2008). Basic Facts About Dyslexia & OtherReading Problems. The International Dyslexia Association.Moats, L. C. (1998). Teaching reading is rocket science. Washington,DC: American Federation of Teachers.National Institute of Child Health and Human Development. (NICHD).(2000). Report of the National Reading Panel. Teaching Children toRead: An Evidence-Based Assessment of the Scientific ResearchLiterature on Reading and Its Implications for Reading Instruction.Shaywitz, S. E., & Shaywitz, B. A. (2003). Overcoming Dyslexia. Knopf.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSVideo: British Dyslexia Association, (2017). See DyslexiaDifferently. https://www.youtube.com/watch?v=11r7CFlK2scArticle: International Dyslexia Association. (n.d.). FactSheet: Accommodations for Students with Dyslexia.https://dyslexiaida.org/accommodations-for-students-with-dyslexia/CH AP TE R 3: D YS LE XI A (C ON T. )

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSWhat Makes Orton-Gillingham UniqueCH AP TE R 4A Historical PerspectiveThe Orton Gillingham (OG) approach is widely recognized as acornerstone in the field of literacy and dyslexia education. Theapproach’s unique blend of educational psychology and neuroscience isrooted in the pioneering work of Dr. Samuel Orton and Anna Gillingham,whose collaboration began in the early 20th century. Dr. Orton, aneurologist, first identified that some children who struggled to readwere not lacking in cognitive ability but rather needed a differentapproach to learning. This insight was groundbreaking at a time whendyslexia was not well understood. He hypothesized that these childrenhad specific neurological differences that made learning to readchallenging using traditional methods.To bring his ideas to fruition, Dr. Orton partnered with Anna Gillingham, ahighly respected educator and psychologist. Together with BessieStillman, Gillingham meticulously analyzed the English language, breakingit down into its fundamental components to create a structured methodof instruction. This collaboration led to the development of theGillingham Manual, a seminal work that laid the foundation for what isnow known as the Orton-Gillingham approach. The Gillingham Manualwas not just a book; it was a systematic, research-based approachdesigned to teach reading and spelling to all children, particularly thosewith dyslexia.

Orton Gillingham: An Approach, Not a Program One of the most distinguishing features of OG is that it is an approachrather than a program. This distinction is crucial. An approach, bydefinition, is flexible, adaptive, and responsive to the needs of individualstudents. It does not adhere to a rigid scope and sequence, unlike aprogram, which is typically structured with predefined steps andtimelines. This flexibility allows OG to be used effectively in a variety ofsettings, whether in classrooms, small groups, or one-on-one instruction. The OG approach is designed to meet students where they are, allowingfor adjustments based on ongoing assessment and feedback. Thisadaptability is particularly beneficial for students with dyslexia, whooften require personalized instruction tailored to their specific strengthsand challenges. The absence of a set scope and sequence means thateducators can spend as much time as necessary on a concept beforemoving on, ensuring that students achieve mastery at their own pace.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4: P RI NC IP LE S OF T HE O G AP PR OA CH ( CO NT .)ORTON GILLINGHAM FOR PARENTSAs a note, you might see Structured Literacy and Orton-Gillingham used interchangeably. This is because they are the same thing. The term Structured Literacy was developed by the International DyslexiaAssociation (IDA, 2019) and is based on Orton-Gillingham.

The Power of Multisensory LearningA key principle of the Orton-Gillingham approach is its multisensorynature. Research has shown that engaging multiple sensessimultaneously can enhance learning, particularly for students withdyslexia. The OG approach taps into visual, auditory, and kinestheticmodalities, creating a robust and holistic learning experience. Byengaging multiple sensory pathways that capitalize on strengths andsupport weaknesses, OG helps to reinforce neural connections in thebrain, facilitating the development of reading skills.For example, when teaching a new phonogram, an OG instructor mighthave a student see the letter, say the sound, and trace the letter shapewith their finger simultaneously. This multisensory integration supportsmemory and learning by providing multiple avenues for the brain toprocess and retain information. Studies have demonstrated thatmultisensory instruction can significantly improve reading outcomes forstudents with dyslexia (Birsh & Carreker, 2018).WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTS

Orton Gillingham is not a one-size-fits-all approach. It is both diagnosticand prescriptive, meaning that instruction is continually adapted basedon the individual needs of the student. Like a skilled physician, an OG-trained educator constantly monitors and analyzes a student’s verbal,nonverbal, and written responses. Successes are celebrated and builtupon, while errors are carefully analyzed to identify underlyingchallenges. This approach allows educators to provide immediatecorrective feedback, which is crucial in preventing the reinforcement ofmisunderstandings.Research supports the efficacy of diagnostic-prescriptive teachingmethods, particularly for students with dyslexia. Studies indicate thatwhen instruction is tailored to address specific areas of difficulty,students are more likely to make meaningful progress (Shaywitz, 2003).In OG, new material is introduced only when a student hasdemonstrated mastery of previously learned content, ensuring a solidfoundation for further learning.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTSTailored Learning: Diagnostic and Prescriptive Instruction

Orton Gillingham is fundamentally a language-based approach. Itexplicitly teaches the logical structure of the English language, making it an ideal instructional method for all students, including EnglishLanguage Learners (ELLs), struggling readers, and those with dyslexia. One of the unique aspects of OG is its early integration of syllableinstruction. Understanding syllable types helps students determine thevowel sound in each syllable. Syllable division gives students a strategyfor attacking multisyllable words.OG also includes early instruction in morphology, or the parts of wordsthat have meaning. The meaning and structure of words found inprefixes, suffixes, and roots is critical for reading fluency andcomprehension. Research has shown that instruction in morphologycan improve reading outcomes, particularly in older students who arelearning to decode multisyllabic words (Carlisle, 2010).WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTSMorphologysyllablessyllablessyllablesBuilding Lanugage Skills From the Ground Up

Unlike most reading programs, the OG approach recognizes thereciprocal nature of reading and spelling; spelling helps reading andreading helps spelling. OG ensures that every concept taught forreading is reinforced through spelling instruction to help students learnand retain them.Direct and Explicit Instruction: No Assumptions MadeIn Orton Gillingham, instruction is direct and explicit, leaving nothing toassumption. Regardless of a student’s age or grade level, OG ensuresthat they fully understand and master each concept before movingforward. The instruction follows a clear sequence: the educator modelsthe concept (I Do), engages the student in guided practice (We Do),and then allows the student to apply the concept independently (YouDo). This structured approach is particularly effective for students withdyslexia, who often benefit from clear, direct instruction with minimalextraneous information.Research supports the importance of direct and explicit instruction forstudents with learning disabilities. Studies have consistently shownthat explicit teaching methods, which clearly outline the steps and WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTSThe Reciprocal Relationship Between Reading and Spelling in OG

processes involved in learning a new skill, are more effective than lessstructured approaches (Swanson, 2001). This method of teachingensures that students are not left to infer or guess, which can beparticularly challenging for those with dyslexia.Cumulative Learning: Building and Retaining a Strong FoundationThe OG approach is also characterized by its structured andcumulative nature. Instruction is carefully sequenced, moving fromsimple to complex concepts in a logical order. This ensures thatstudents have a solid understanding of foundational skills beforeadvancing to more difficult material. The cumulative aspect of OGmeans that previously taught concepts are continuously revisited andreinforced, helping students to maintain and deepen theirunderstanding over time.In OG, sufficient repetition is built into each lesson to promote masteryor automaticity—the ability to perform a skill quickly and accuratelywithout conscious effort. Automaticity is essential for fluent reading,and research has shown that repeated practice is necessary forstudents with dyslexia to achieve this level of proficiency (Torgesen etal., 2001). By ensuring that each concept is fully mastered beforemoving on, OG helps students build a strong, reliable foundation forreading.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTS

One of the most important yet often overlooked aspects of the Orton-Gillingham approach is its focus on creating an emotionally soundlearning environment. Each OG lesson is designed to ensure thatstudents experience regular, authentic success, which is critical forbuilding self-esteem. For students with dyslexia, who may haveexperienced repeated failures in traditional classroom settings, thispositive reinforcement is particularly important.The OG approach recognizes that errors are a natural part of thelearning process and provides continual support and feedback to helpstudents overcome challenges. By focusing on each student’sindividual progress and celebrating their successes, OG fosters apositive learning experience that encourages persistence andresilience. Research has shown that positive reinforcement and a supportivelearning environment are key factors in motivating students withlearning disabilities (Deci & Ryan, 2000).WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTSEmotionally Sound Instruction: Fostering Success and Self-Esteem

The Lasting Impacts of OGThe Orton Gillingham approach is more than just a method for teachingreading; it is a comprehensive, research-based approach thataddresses the diverse needs of learners, particularly those withdyslexia. Its unique combination of multisensory instruction,diagnostic-prescriptive teaching, and a language-based focus sets itapart as one of the most effective methods for helping studentsovercome reading difficulties.By providing a structured, cumulative, and emotionally supportivelearning environment, OG not only helps students achieve academicsuccess but also fosters confidence and a love of learning. As thefoundation of many subsequent literacy programs, the OrtonGillingham approach continues to be a vital tool in the education ofstudents with dyslexia and other reading challenges.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTSConclusionFor Further StudyArticle: Orton-Gillingham Academy, (2022). The OrtonGillingham Academy Principles of the Orton-GillinghamApproach, Orton-Gillingham Academy,https://www.ortonacademy.org/resources/og-approach-principles-2/

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 4 : PR IN CI PL ES O F TH E OG A PP RO AC H (C ON T. )ORTON GILLINGHAM FOR PARENTSREFERENCESBirsh, J. R., & Carreker, S. (2018). Multisensory Teaching of BasicLanguage Skills. Paul H. Brookes Publishing Co.Carlisle, J. F. (2010). Effects of Instruction in MorphologicalAwareness on Literacy Achievement: An Integrative Review.Reading Research Quarterly, 45(4), 464-487.Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of GoalPursuits: Human Needs and the Self-Determination of Behavior.Psychological Inquiry, 11(4), 227-268.Orton-Gillingham Academy, (2022). The Orton GillinghamAcademy Principles of the Orton-Gillingham Approach, Orton-Gillingham Academy,https://www.ortonacademy.org/resources/og-approach-principles-2/.Shaywitz, S. E. (2003). Overcoming Dyslexia: A New andComplete Science-Based Program for Reading Problems at AnyLevel. Knopf.Swanson, H. L. (2001). Research on Interventions forAdolescents with Learning Disabilities: A Meta-Analysis ofOutcomes Related to Higher Order Processing. The ElementarySchool Journal, 101(3), 331-348.Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A.,Voeller, K. K., & Conway, T. (2001). Intensive RemedialInstruction for Children with Severe Reading Disabilities:Immediate and Long-Term Outcomes from Two InstructionalApproaches. Journal of Learning Disabilities, 34(1), 33-58.

What Is Phonology?Phonology is the study of how sounds are organized in language. Itplays a vital role in reading instruction, particularly in Orton-Gillingham,which emphasizes understanding and working with the sounds inlanguage (phonemes) to help children develop strong literacy skills.Understanding Phonemes: The Building Blocks of WordsPhonemes are the smallest units of sound that can change the meaningof a word. For example, the difference between "bat" and "bet" is thevowel sound /ă/ versus /ĕ/. Recognizing these small sound differencesis called phonemic awareness, which research shows is a key predictorof reading success. Children who can hear, identify, and manipulatephonemes are more likely to become proficient readers.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 5ORTON GILLINGHAM FOR PARENTSPhonology: The Science of Sounds inReading Instruction

Phonemes and Graphemes: The Connection Between Sounds andLettersWhile phonemes represent sounds, graphemes are the letters (orgroups of letters) that represent those sounds in written language. Forexample, the word "ship" has three phonemes (/sh/, /i/, /p/) but fourgraphemes (s-h-i-p). Understanding how sounds and letters connecthelps children decode words more effectively.To support this, it’s important for parents and educators to use clear,precise speech. Avoid adding extra sounds like “uh” to consonants (forexample, saying “buh” instead of “b”). This clarity helps children matchsounds to letters more accurately.Using Visual and Kinesthetic Cues to Support LearningEngaging multiple senses, such as sight and movement, can makelearning phonemes easier. Encourage children to watch how sounds aremade by observing mouth movements or using a mirror. For example,when teaching the /v/ sound, you can show that the teeth touch thebottom lip.Adding kinesthetic cues, like “clipping” fingers to represent clear,clipped sounds, helps reinforce learning. These multisensorytechniques are a key part of the Orton-Gillingham approach, makingreading instruction more engaging and effective.Vowels, Consonants, and Challenges in PronunciationSounds in language are divided into vowels and consonants.Consonants are produced by blocking airflow (in the mouth) in someway, while vowels are open sounds where air flows freely. Vowels arealways voiced, which means that the vocal cords are engaged. Everysyllable contains one vowel sound, making them central to wordconstruction.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 5 : PH ON OL OG Y- -T HE S CI EN CE O F SO UN DS I NRE AD IN G IN ST RU CT IO N (C ON T. )ORTON GILLINGHAM FOR PARENTS

Vowel sounds can be tricky, especially when followed by certainconsonants (like l, r, m, and n) that can slightly change how the vowel ispronounced. A simple trick to help children differentiate the short eand short i sounds is, “ ĭ makes you grin, ĕ drops your chin,” guidingthem in positioning their mouth correctly.Why Accurate Speech Sounds Matter in ReadingAccurately producing speech sounds is essential for building strongreading skills. Mispronouncing sounds can confuse children and make itharder for them to connect sounds with letters, slowing their progressin learning to read. Consistent modeling of clear, precise sounds byboth educators and parents supports the development of phonologicalawareness, a key skill for reading success.ConclusionPhonology—the study of sounds—is a critical part of learning to read.Teaching children how to hear, understand, and produce soundscorrectly helps build a strong foundation for literacy. By using clearspeech, visual and kinesthetic cues, and focusing on phonologicalawareness, educators and parents can help children become confidentreaders. Research shows that strong phonological skills (more aboutthis in the next chapter) are key to long-term reading success, makingthis an essential part of any reading instruction.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSHelpful Resources for Accurate Sound ModelingSpell-Links: https://www.spell-links.com/resources-pronunciationchart/University of Iowa Sounds of Speech:https://soundsofspeech.uiowa.edu/CH AP TE R 5 : PH ON OL OG Y- -T HE S CI EN CE O F SO UN DS I NRE AD IN G IN ST RU CT IO N (C ON T. )

REFERENCES:Birsh, J., Carreker, S., (2018) Multisensory Teaching of BasicLanguage Skills, 4th Ed., Baltimore: Brookes Publishing.Moats, Louisa, Speech to Print, 3rd Ed., (2018) Baltimore: BrookesPublishing Co.Moats, Louisa, Tolman, Carol, Lexia LETRS, Volume 1, Dallas: VoyagerSopris Learning, Inc., 2019 National Reading Panel. (2000). Teaching children to read: Anevidence-based assessment of the scientific research literature onreading and its implications for reading instruction. Washington, DC:National Institute of Child Health and Human Development.Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing readingdifficulties in young children. Washington, DC: National AcademyPress.Spell-Links. (n.d.). Pronunciation chart. Retrieved fromhttps://www.spell-links.com/resources-pronunciationchart/University of Iowa. (n.d.). Sounds of Speech. Retrieved fromhttps://soundsofspeech.uiowa.edu/WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSCH AP TE R 5 : PH ON OL OG Y- -T HE S CI EN CE O F SO UN DS I NRE AD IN G IN ST RU CT IO N (C ON T. )

As a parent, you may come across terms like “phonological awareness,”“phonemic awareness,” and “phonics.” These concepts are the buildingblocks of learning to read. In this chapter, we’ll break them down to helpyou understand their importance in your child’s reading journey.What Is Phonological Awareness?Phonological awareness is a broad term that includes a range of sound-related skills. It involves recognizing rhymes, identifying the first soundsin words, breaking words into syllables, and, most importantly,distinguishing individual sounds (phonemes). These sound skills arecritical for learning to read and spell.Phonological awareness is about tuning into the sounds of language.Without it, children may struggle to read fluently and decode words..WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 6ORTON GILLINGHAM FOR PARENTSPhonological Awareness -- The EssentialComponent of Reading

Phonemic Awareness: A Key Component of Phonological AwarenessAt the heart of phonological awareness is phonemic awareness, whichis the ability to hear, identify, and manipulate individual sounds inwords. For example, the difference between “bat” and “bit” is the singlephoneme /ă/ versus /ĭ/. Being able to recognize these small sounddifferences is essential for reading and spelling.Phonemic awareness includes skills like isolating sounds, blending themto form words, and substituting one sound for another. Children wholack phonemic awareness, especially those with dyslexia, often havedifficulties with reading fluency, spelling, and comprehension.Phonological and Phonemic Awareness vs. PhonicsPhonological and phonemic awareness are all about hearing andprocessing sounds—they don’t involve letters. This makes themdifferent from phonics, which is about linking sounds to written letters.Developing these sound-based skills is critical before and during thetime when children start learning phonics.Research shows that strong phonological awareness is a key predictorof reading success. Once children can identify and manipulate sounds,they’re better prepared to map these sounds onto letters, which isessential for fluent reading.The Role of Phonological Awareness in ReadingFor children to read fluently, their brains need to match unique stringsof letters to unique strings of sounds repeatedly and accurately. Overtime, this process becomes automatic, allowing children to recognizewords instantly by sight.Why Phonological Awareness Instruction MattersResearch strongly supports the importance of phonological awareness WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 6 : PH ON OL OG IC AL A WA RE NE SS ( CO NT .)ORTON GILLINGHAM FOR PARENTS

instruction. The National Reading Panel (2000) found that teachingphonemic awareness, especially when paired with phonics, leads tosignificant gains in reading skills. This is particularly critical for childrenwith reading challenges, like dyslexia, who often struggle withphonological processing.Who Benefits from Phonological Awareness Instruction?Phonological awareness instruction can begin in early childhood at agethree. Activities like rhyming games, syllable counting, and soundmanipulation exercises can help build these skills.Older students who struggle with reading or spelling can also benefitfrom phonological awareness instruction. Quick assessments can helpidentify children who need additional support, and instruction can thenbe tailored to meet their needs.Making Phonological Awareness FunPhonological awareness activities are fun and engaging for bothyounger and older students. Resources like the Florida Center forReading Research (FCRR) and the University of Florida Literacy Institute(UFLI) offer free, research-based activities that make learningenjoyable. Programs like Heggerty and Equipped for Reading Successby David Kilpatrick provide comprehensive tools for developingphonological awareness in young learners.Key Takeaways: Why Phonological Awareness Is Essential,Especially for Children with DyslexiaPhonological awareness is a foundational skill for reading and is oftenchallenging for students with dyslexia. Phonological Awareness helpschildren overcome sound-related challenges that many strugglingreaders face. With consistent practice and targeted instruction, WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 6 : PH ON OL OG IC AL A WA RE NE SS ( CO NT .)ORTON GILLINGHAM FOR PARENTS

all children can make significant progress developing these skills.Building phonological awareness boosts both reading proficiency andconfidence, giving children the tools they need to succeed. With theright approach, parents and educators can make learning fun, helpingevery child build a strong foundation for reading successWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 6 : PH ON OL OG IC AL A WA RE NE SS ( CO NT .)ORTON GILLINGHAM FOR PARENTSFor Further Study:In-depth Article: Ashby, J., McBride, M., Naftel, S., O’Brien, E., Paulson,L. H., Kilpatrick, D. A, & Moats, L. C. (2023). Teaching PhonemeAwareness in 2023: A Guide for Educators.REFERENCESAhmed, Y., Wagner, R.K., Kantor, P.T. (2012). How Visual WordRecognition is Affected by Developmental Dyslexia.In J.S. Adelman(Ed.), Visual Word Recognition: Vol. 2. Meaning and Context,Individuals and Development (pp. 196-215). Psychology Press.Ashby, J., McBride, M., Naftel, S., O’Brien, E., Paulson, L. H., Kilpatrick,D. A, & Moats, L. C. (2023). Teaching Phoneme Awareness in 2023: AGuide for Educators.Florida Center for Reading Research (FCRR). (n.d.). Phonologicalawareness resources. Retrieved from FCRR WebsiteHeggerty, M., VanHekken, A., Bottari, M. (2022). PhonemicAwareness: Pre-Kindergarten Curriculum. Literary Resources, LLC.Kilpatrick, D. A. (2015). Equipped for reading success: Acomprehensive, step-by-step program for developing phonemicawareness and fluent word recognition. Casey & Kirsch Publishers.National Reading Panel. (2000). Teaching children to read: Anevidence-based assessment of the scientific research literature onreading and its implications for reading instruction. Washington, DC:National Institute of Child Health and Human Development.University of Florida Literacy Institute (UFLI). (n.d.). Phonologicalawareness activities. Retrieved from UFLI Website

Ahmed, Y., Wagner, R.K., Kantor, P.T. (2012). How Visual WordRecognition is Affected by Developmental Dyslexia.In J.S. Adelman(Ed.), Visual Word Recognition: Vol. 2. Meaning and Context,Individuals and Development (pp. 196-215). Psychology Press.Ashby, J., McBride, M., Naftel, S., O’Brien, E., Paulson, L. H., Kilpatrick,D. A, & Moats, L. C. (2023). Teaching Phoneme Awareness in 2023: AGuide for Educators.Florida Center for Reading Research (FCRR). (n.d.). Phonologicalawareness resources. Retrieved from FCRR WebsiteHeggerty, M., VanHekken, A., Bottari, M. (2022). PhonemicAwareness: Pre-Kindergarten Curriculum. Literary Resources, LLC.Kilpatrick, D. A. (2015). Equipped for reading success: Acomprehensive, step-by-step program for developing phonemicawareness and fluent word recognition. Casey & Kirsch Publishers.National Reading Panel. (2000). Teaching children to read: Anevidence-based assessment of the scientific research literature onreading and its implications for reading instruction. Washington, DC:National Institute of Child Health and Human Development.University of Florida Literacy Institute (UFLI). (n.d.). Phonologicalawareness activities. Retrieved from UFLI WebsiteWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMARE FE RE NC ESORTON GILLINGHAM FOR PARENTSCH AP TE R 6 : PH ON OL OG IC AL A WA RE NE SS ( CO NT .)

Understanding the Alphabetic PrincipleThe alphabetic principle is one of the most critical concepts your childwill learn when it comes to reading. It refers to the understanding thatletters and combinations of letters represent the sounds we use inspoken language. When children grasp this principle, they can begin todecode words—essentially "unlocking" reading. This foundational skill isessential because it helps children make the connection between whatthey hear and what they see in print.How Letters Connect to ReadingAt the core of learning to read is the ability to recognize and processletters. These simple symbols are the building blocks your child’s brainuses to understand and read words. Letter recognition is the bridgebetween two other essential skills: phonological awareness, the abilityto recognize the sounds in words, and phonics, where those sounds arelinked to specific letters or letter combinations.When children can recognize letters and connect them to their sounds,they are able to "decode" new words. This process of decoding leads tomore advanced reading abilities.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 7ORTON GILLINGHAM FOR PARENTSThe Alphabetic Principle

Why Letter Naming is CrucialResearch highlights the importance of knowing letter names in the earlystages of learning to read. Consider how there is only one letter that isdifferent in words like “sit” and “sat”, or “spit” and “split”. Kilpatrick(2016) emphasizes that proficient readers identify every letter in everyword. This means that recognizing and recalling letter names is anessential part of reading development. Not only does it help childrenprocess text more easily, but it also helps them remember and applythe corresponding letter sounds.Letter naming is considered the first major milestone in readinginstruction because it closely relates to reading success. Whenchildren can quickly name letters, they are more likely to become fluentreaders.Letter Names: The Only Constant in LettersLetter names are incredibly helpful because they stay the same, nomatter how the letter looks. Whether your child sees the letter inuppercase or lowercase, in a fancy font or plain print, the name of theletter doesn’t change. This consistency gives your child a reliablefoundation as they begin linking each letter with its sound.From Letters to Fluent ReadingWhile knowing letters and their names is important, it’s not the endgoal. Birsh and Carreker (2018) explain that fast and accurate letterrecognition is the stepping stone to automatic word reading. Once achild can quickly identify letters, their brain is free to focus on moreadvanced reading tasks, like fluency and comprehension. Fluency, orreading smoothly without effort, allows children to focus more onunderstanding the meaning of what they’re reading rather thanspending their energy on recognizing words.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 7: T HE A LP HA BE TI C PR IN CI PL E (C ON T. )ORTON GILLINGHAM FOR PARENTS

Letter Naming Fluency as a Predictor of Reading SuccessOne of the best indicators of how well a child will read by the fifthgrade is how quickly and accurately they can name letters in the earlygrades. This ability, known as letter-naming fluency, has been identifiedas a key predictor of reading fluency (Adams, 1990). For this reason,teaching children to name letters and connect them with their soundsis one of the most important steps in early reading instruction.By making letter-naming a regular part of your child’s day, throughgames, activities, and practice, you can help ensure that they aredeveloping this essential skill. Consistent practice with letter namingcan significantly enhance reading development and lay the groundworkfor future success in reading.Supporting Struggling LearnersIf your child is having difficulty connecting letters to their sounds, itmay be due to a gap in letter recognition. One helpful strategy is toencourage them to say the name of each letter aloud while writing. Thismultisensory practice reinforces the connection between the lettername and the sound it represents, making it easier for them to recallboth when reading.Alphabet Recognition and Phonemic Awareness: Key Predictors ofEarly Reading SuccessDecades of research point to two primary skills that predict earlyreading success: alphabet recognition and phonemic awareness.Alphabet recognition refers to the ability to identify and name letters,while phonemic awareness involves understanding that spoken wordsare made up of individual sounds (or phonemes). Adams (1990) foundthat these two skills are the best predictors of a child’s ability to learnto read.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 7: T HE A LP HA BE TI C PR IN CI PL E (C ON T. )ORTON GILLINGHAM FOR PARENTS

WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMARE FE RE NC ESORTON GILLINGHAM FOR PARENTSAdams, M. J. (1990). Beginning to Read: Thinking About Print.Cambridge, MA: MIT Press.Allen, Kay and Graham Neuhaus. "Alphabet Knowledge," inMultisensory Teaching, 4th edition. Brookes Publishing, 2018.Balmuth, Miriam. The Roots of Phonics. Brookes Publishing, 2009.Kilpatrick, David. Equipped for Reading Success. Casey & KirschPublishers, 2016.Moats, Louisa. Speech to Print, 3rd edition. Brookes Publishing,2020.Neuhaus, G.F. "What Does It Take To Read a Letter?", Perspectives,2002, 28(1), 6-8.Seidenberg, Mark. Language at the Speed of Sight. Basics, 2017.Texas Education Agency. Reading Rockets: The AlphabeticPrinciple. Body, 2024.CH AP TE R 7: T HE A LP HA BE TI C PR IN CI PL E (C ON T. )ConclusionAs your child embarks on their reading journey, understanding thealphabetic principle is a key building block to their success. Byrecognizing that letters represent sounds, your child can begindecoding words and developing stronger reading skills. The importanceof letter naming and phonemic awareness cannot be overstated—theyform the foundation for fluent reading. As parents, you play a crucialrole in fostering these skills by engaging your child in fun, consistentpractice and encouraging a love of letters and sounds. Your supportwill not only help them grow as readers but also set the stage for theirlong-term academic success.

IntroductionHandwriting plays an essential role in the Orton-Gillingham (OG) approach,which is designed to help children with dyslexia and other language-basedlearning differences. In OG, handwriting goes beyond letter formation; it’s amultisensory tool that strengthens your child’s understanding of letters,boosts focus, and supports written expression. Writing by hand engagesthe senses of touch and movement, helping your child develop the skillsneeded for reading and writing.Handwriting in Multisensory LearningMultisensory learning is central to the OG method, and handwriting is animportant part of that process. When your child writes a letter and says itsname, they’re using their eyes, ears, and hands together. This helps themremember and recognize letters more effectively. Research by Berninger etal. (2018) shows that handwriting engages the brain areas needed forreading, making it a powerful tool in developing strong literacy skills.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 8ORTON GILLINGHAM FOR PARENTSWhy Handwriting is Crucial in Orton-Gillingham Instruction

Tactile and Kinesthetic Feedback in HandwritingOne of the key benefits of handwriting is the tactile and kinestheticfeedback it provides. This feedback builds motor memory, allowingchildren to remember and repeat the movements needed to form letters.Repetition strengthens the neural pathways associated with each letter,making writing easier and more automatic over time. Zaner-Bloser (2016)showed that this type of repetitive practice is crucial for developing fluentwriting skills. Early practice in handwriting helps students move from slow,effortful writing to faster, more fluent writing.Handwriting and Cognitive LoadWhen students can write fluently and automatically, they free up mentalenergy to focus on more complex tasks like organizing their thoughts andexpressing ideas. Richards et al. (2016) found that handwriting, comparedto typing, improves comprehension and retention because it requiresdeeper cognitive processing. By reducing the cognitive load associatedwith letter formation, handwriting helps students focus on what they’rewriting rather than how they’re writing it.The Social Perception of HandwritingHandwriting isn’t just about academics; it also has social benefits. Neat,legible handwriting is often associated with attention to detail andcompetence. While these perceptions aren’t always accurate, they caninfluence how a student’s work is viewed by teachers and peers. Helpingchildren develop clear, legible handwriting can boost their confidence insharing their work and participating in class.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 8: H AN DW RI TI NG I N OR TO N GI LL IN GH AM ( CO NT .)ORTON GILLINGHAM FOR PARENTS

Addressing Handwriting ChallengesIt’s common for young children to reverse letters or experience otherhandwriting difficulties as they learn to write. These challenges typicallyresolve by around age seven, but if handwriting issues persist, they shouldbe addressed early to prevent frustration. Persistent difficulties, such asthose associated with dysgraphia, can lead to avoidance of writing tasksand impact academic performance. It’s crucial to address handwritingchallenges early, and multisensory activities can support students whostruggle, helping them build the necessary motor memory and letterformation skills.The "3 P's" of Effective HandwritingTo help your child develop good handwriting habits, it’s important to focuson posture, paper placement, and pencil grip—the "3 P's."Posture: Encourage your child to sit with their feet flat on the floor andtheir back straight, using their non-writing hand to steady the paper.Good posture supports controlled hand movements.Paper Placement: Correct paper positioning makes writing morecomfortable. For right-handed students, the left-hand corner of thepaper should point toward their stomach; for left-handed students, theright-hand corner should align this way.Pencil Grip: The tripod grip (using the thumb, index, and middle fingers)is the most efficient. One easy way to teach this is the “pinch and flip”method. Have your child place the pencil on the table, point facingaway, and then pinch the pencil near the tip, lifting the pencil beforetaking the eraser end and twirling it into the correct grip. Here’s a video(McClure,) showing how this is done https://www.youtube.com/watch?v=VhtdJ4D0OtQ.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 8: H AN DW RI TI NG I N OR TO N GI LL IN GH AM ( CO NT .)ORTON GILLINGHAM FOR PARENTS

The Value of Cursive WritingThough less common in modern classrooms, cursive writing offers valuablebenefits. Cursive letters are connected, mimicking the flow of spokenlanguage, and this can help students better differentiate words. It alsoreduces letter reversals, a common problem for children learning to print.Zaner-Bloser (2016) emphasizes that teaching both print and cursivewriting can provide students with more flexibility and help them find thewriting style that works best for them.The Role of Keyboarding in Modern EducationIn today’s digital age, typing is a necessary skill, but it shouldn’t replacehandwriting. Research by Richards et al. (2009) found that handwriting andtyping activate different areas of the brain, showing the importance ofteaching both. Berninger (2018) advocates for students to be "bilingual byhand", meaning they should be proficient in both handwriting and typing.Mastering both skills gives students more ways to express their ideas andprepares them for the demands of academic and professionalenvironments.ConclusionHandwriting remains an essential skill within the Orton-Gillinghamapproach, reinforcing alphabetic knowledge and supporting cognitivedevelopment. While digital tools like typing are important, handwritingprovides unique benefits, including the tactile and kinesthetic feedbackthat strengthens motor memory. By focusing on good handwriting habits—posture, paper placement, and pencil grip—parents and educators canhelp children succeed academically and socially. Incorporating both printand cursive writing, alongside keyboarding, ensures that students are well-rounded and ready to meet the challenges of modern education.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 8: H AN DW RI TI NG I N OR TO N GI LL IN GH AM ( CO NT .)ORTON GILLINGHAM FOR PARENTS

Abbott, R., & Berninger, V. (1993). Structural equation modeling ofrelationships among developmental skills and writing skills in primaryand intermediate grade writers. Journal of Educational Psychology,85(3), 478-508.Berninger, V., Richards, T., Nielsen, K., Dunn, M., Raskind, M., & Abbott, R.(2018). Behavioral and brain evidence for language by ear, by mouth, byeye, and by hand and motor skills in literacy learning. InternationalJournal of School and Educational Psychology.McClure, B., (n.d.) How to Teach Proper Pencil Grip to Kids.https://www.youtube.com/watch?v=VhtdJ4D0OtQRichards, T., Berninger, V., Stock, P., Altemeier, L., Trivedi, P., & Maravilla,K. (2009). fMRI study of handwriting and typing in children with andwithout learning disabilities. Developmental Neuropsychology, 34(6),762-784.Richards, T., Berninger, V., Stock, P., Altemeier, L., Trivedi, P., & Maravilla,K. (2016). Effects of handwriting experience on functional braindevelopment in pre-literate children. Developmental CognitiveNeuroscience, 18, 72-82.Van der Weel, F. R., & Van der Meer, A. L. H. (2024). Handwriting but nottypewriting leads to widespread brain connectivity: A high-density EEGstudy with implications for the classroom. Frontiers in Psychology.https://doi.org/10.3389/fpsyg.2023.1219945Zaner-Bloser. (2016). Handwriting research: Impact on the brain andliteracy development. Zaner-Bloser.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMARE FE RE NC ESORTON GILLINGHAM FOR PARENTSCH AP TE R 8: H AN DW RI TI NG I N OR TO N GI LL IN GH AM ( CO NT .)For Further StudyArticle: NPR: Why Writing Beats Typing for Thinking and Learning.https://www.npr.org/sections/health-shots/2024/05/11/1250529661/handwriting-cursive-typing-schools-learning-brain

IntroductionThe Basic Stage of Word Attack is a fundamental part of the Orton-Gillingham (OG) Approach, which is designed to help students withdyslexia and other language-based learning challenges. In OG, learningprogresses from simple to complex concepts, and the Basic Stage servesas the foundation for all future reading and spelling skills. Once studentsmaster this stage, they move to the Intermediate Stage and later, theAdvanced Stage, where they will learn more intricate language concepts,such as Latin and Greek roots.Flexibility in the Orton-Gillingham ApproachOne of the strengths of the OG approach is its flexibility. It allowspractitioners to adapt lessons to each child’s individual learning needs.Although the approach generally follows a systematic sequence, it’s notrigid. For example, certain concepts like multisyllable words might beintroduced earlier if that aligns with your older child’s needs. However, it’simportant to remember that instruction should remain structured andsequential. For instance, multisyllable words with short vowels shouldn’t beintroduced until the student has mastered single-syllable words with shortvowels.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 9ORTON GILLINGHAM FOR PARENTSThe Basic Stage of Word Attack

The Focus of the Basic StageIn the Basic Stage, the focus is on teaching simple, one-syllable words thatfollow predictable sound-letter patterns. This helps children understandthe direct connection between sounds and letters. Anything a studentlearns to read at this stage, they should also be able to spell. This isessential because the strategies they learn here will help them tackle morecomplex words as they move forward in their reading journey.Starting with Clear Consonant SoundsThe Basic Stage begins with teaching consonants that only make onesound. This makes learning easier because these sounds don’t vary, helpingchildren form a solid phonetic foundation. For example, the letter "m"always makes the sound /m/, making it straightforward. More complexconsonants, such as "g," which can make both /g/ and /j/ sounds, are savedfor later stages when students are better prepared for this type ofvariation.Confusing LettersTo prevent confusion, OG instructors don’t teach easily mixed-up letters,like "b" and "d," in close succession. Similarly, vowel sounds that studentsoften confuse, like "e" and "i," are introduced separately. This careful pacingallows children to master one sound or letter before moving on to another,reducing the chance of mistakes that can become ingrainedWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 9: T HE B AS IC S TA GE O F WO RD A TT AC K (C ON T. )ORTON GILLINGHAM FOR PARENTS?

Utilizing Keywords and Hand GesturesKeywords are an essential part of the Basic Stage. They help childrenassociate a letter with its sound. The keyword is said first, followed by thesound, such as "bat, /b/." Because short vowel sounds are so common inEnglish (appearing in nearly half of all syllables), reinforcing these sounds iscritical. One helpful method is using hand gestures along with sounds. Forexample, when learning the sound /a/, students can say "a, apple, /a/" whilepretending to bite into an apple. This multisensory approach helps childrenremember the sounds better.Introducing Digraphs and BlendsIn the Basic Stage, children are also introduced to digraphs and blends:Digraphs: These are two letters that come together to make one sound,like "ch," "sh," "th," and "wh." Each digraph is taught individually, andstudents practice until they achieve mastery.Blends: A blend occurs when two or more consonants are combined,but each retains its sound. Instruction begins with blends at thebeginning of words (e.g., "bl," "gr," "str") and later progresses to blends atthe end of words (e.g., "ft," "ld," "nd").Teaching Basic Spelling RulesDuring the Basic Stage, children also learn some foundational spelling rules,such as the Floss Rule (covered in more detail in Chapter 11). These ruleshelp students make more informed decisions when spelling words,reinforcing the connection between reading and spelling.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 9: T HE B AS IC S TA GE O F WO RD A TT AC K (C ON T. )ORTON GILLINGHAM FOR PARENTS

Introducing Long Vowel Sounds and SyllablesAlthough much of the Basic Stage focuses on short vowel sounds, studentsare also introduced to long vowels through "silent-e" (as in “home”) and“open” syllables (as in “me”). Students learn about three types of syllables in the Basic Stage:Closed Syllables: These syllables end with a consonant, and the onevowel is short (e.g., "cat").Open Syllables: These syllables end with one vowel, and the vowel islong (e.g., "me").Silent-e Syllables: These syllables include a silent "e," and the vowelbefore it is long (e.g., "time").Building a Strong Foundation for Future LearningThe Basic Stage of Word Attack is the bedrock of your child’s reading andspelling development. By focusing on simple, phonetic one-syllable words,students develop a strong understanding of language that will supportthem as they advance to more complex concepts in later stages. Oncethey have mastered the skills in this stage, they will be ready to handlemultisyllabic words and more advanced language structures.REFERENCES·Gillingham, A., & Stillman, B. W. (1997). The Gillingham manual: Remedialtraining for students with specific disability in reading, spelling, andpenmanship (8th ed.). Educators Publishing Service.·Orton, J. L. (1966). A guide to teaching phonics. Educators PublishingService.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 9: T HE B AS IC S TA GE O F WO RD A TT AC K (C ON T. )ORTON GILLINGHAM FOR PARENTS

IntroductionThe Intermediate Stage of Word Attack is where children face morecomplex reading and spelling concepts. This stage is a significant transitionin the Orton-Gillingham (OG) approach as students move beyond thebasic one-to-one sound-symbol relationships learned in the Basic Stage.They now need to make more informed decisions about which sounds touse when reading and which spellings to apply when writing. This stageintroduces the complexities of the English language, and students developmore independence and confidence as they navigate these challenges.Understanding Sound-Symbol CorrespondencesIn the Intermediate Stage, children are introduced to letters and lettercombinations that can represent multiple sounds. For example, the letter"a" can sound different depending on the word: it could be a short /ă/ as in"cat," a long /ā/ as in "cake," or even an /ŏ/ sound as in "water." Similarly,spelling becomes more complex, as many sounds in English can be spelledin various ways. For instance, the long /ā/ sound can be spelled in severalways, such as "a," "ai," or "ay”.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 10ORTON GILLINGHAM FOR PARENTSThe Intermediate Stage of Word Attack

At this stage, reading and spelling are no longer straightforward decodingor encoding tasks. Instead, students must begin to use their knowledge ofpatterns and rules to make educated guesses about how words are spelledor pronounced. This ability to apply language rules flexibly is essential formastering more difficult reading and spelling tasks.From Interchangeability to SpecializationIn the Basic Stage, reading and spelling were largely interchangeable—students learned simple sound-symbol correspondences and could relyon these patterns. However, in the Intermediate Stage, children mustunderstand that what works for reading may not always work for spelling,and vice versa. Understanding this concept is crucial for achievingaccuracy in both reading and spelling.Teaching Students to Make Informed ChoicesA key objective of the Intermediate Stage is teaching students how tomake informed decisions based on the patterns and rules they’ve learned.Two main types of choices students need to make are frequency-basedchoices and location-based choices:Frequency-Based Choices: Some sounds can be represented inmultiple ways, so students need to prioritize the most commonrepresentation. For example, the vowel team "ea" can make threedifferent sounds: /ē/ as in "seat," /ĕ/ as in "bread," and /ā/ as in "great."Students are taught to prioritize the most common sound (/ē/) whenthey see "ea" in a new word. Location-Based Choices: The position of a sound in a word can oftendetermine how it’s spelled. For example, the long /ā/ sound is usuallyspelled "ay" at the end of a one-syllable word (as in "play") but "ai" in themiddle of a one-syllable word (as in "rain"). Teaching children torecognize these patterns helps them make more accurate decisionswhen reading and spelling unfamiliar words.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 10 : TH E IN TE RM ED IA TE S TA GE O F WO RD A TT AC K(C ON T. )ORTON GILLINGHAM FOR PARENTS

Expanding Phonogram KnowledgeIn the Intermediate Stage, students expand their understanding ofphonograms—letters or combinations of letters that represent sounds.Some important phonograms introduced at this stage include:Vowel Teams: These are pairs of vowels that together make one sound,such as "ee" in "see," "igh" in "high," and "ay" in "day."Vowel-R Combinations: These occur when a vowel is followed by an"r," which alters the vowel sound, such as in "er," "ar," and "or."Diphthongs: These are complex vowel sounds like "oi" in "coin" and "oy"in "boy."Soft C and G Rules: Students learn that the letter "c" can make both the/k/ sound as in "cat" and the /s/ sound as in "cent," while "g" canrepresent the /g/ sound as in "go" and the /j/ sound as in "gem."These phonograms are taught one at a time to ensure students achievemastery before moving on to more complex or less common patterns. Bythe end of the Intermediate Stage, students are introduced to Greekphonograms like "ch" pronounced /k/ as in "school" and "ph" pronounced /f/as in "phone." These serve as a bridge to the Latin and Greek roots they willencounter in the Advanced Stage.Syllable Types and Division in the Intermediate StageA significant focus of the OG approach is teaching syllable types, whichhelps students figure out vowel sounds and decode unfamiliar words. Thesix syllable types students need to master are:Closed Syllable: Ends with a consonant, and the one vowel is short(e.g., "cat").WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 10 : TH E IN TE RM ED IA TE S TA GE O F WO RD A TT AC K(C ON T. )ORTON GILLINGHAM FOR PARENTS

Open Syllable: Ends with one vowel, which has a long sound (e.g., "me").Silent-e Syllable: Contains a silent "e" at the end, making the precedingvowel long (e.g., "time").Vowel-r Syllable: Contains a vowel followed by an "r," altering thesound (e.g., "car").Vowel Team Syllable: A vowel team working together to create onesound (e.g., "boat").Consonant-le Syllable: An ending syllable with a consonant followedby "le" (e.g., "table").In the Intermediate Stage, students also learn to divide words intosyllables to make decoding easier. This is essential as they encounterlonger, multisyllabic words. Syllable division patterns such as VC/CV(vowel-consonant/consonant-vowel), where the multisyllable word isdivided between the two consonants, gives students a systematicapproach to breaking down words.Typically, syllable division is introduced during the Intermediate Stage ofinstruction. However, given that multisyllabic words vastly outnumbersingle-syllable words—by a ratio of approximately 4 to 1—it may bebeneficial to introduce these concepts earlier for older students. Adjustingthe scope and sequence of instruction can help these students developthe skills they need to tackle regularly encountered multisyllable words.Achieving Automaticity and FluencyAs students gain more experience in the Intermediate Stage, their readingand spelling skills become more automatic. This shift toward automaticityis essential for improving reading fluency, which in turn helps with WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 10 : TH E IN TE RM ED IA TE S TA GE O F WO RD A TT AC K(C ON T. )ORTON GILLINGHAM FOR PARENTS

comprehension. The more fluent a student becomes, the more easily theycan focus on understanding the text rather than struggling to decode eachword.ConclusionThe Intermediate Stage of Word Attack is a critical period of growth in theOrton-Gillingham approach. During this stage, children move from simplesound-symbol correspondences to more sophisticated reading andspelling strategies. By learning to make informed choices and applyingpatterns and rules flexibly, students develop the independence andconfidence needed to tackle the complexities of the English language. Astheir skills become more automatic and their fluency improves, studentsare better prepared for the challenges that lie ahead in their readingjourney to the Advanced Stage.REFERENCES·Birsh, J.R, & Carreker, S. (2018). Multisensory Teaching of BasicLanguage Skills (4th ed.). Baltimore, MD: Paul H. Brookes PublishingCompany.·Gillingham, A. & Stillman, B. W. (1997). The Gillingham Manual: RemedialTraining for Children with Specific Disability in Spelling, and Penmanship(8th ed.). Cambridge, MA: Educators Publishing Service.·International Dyslexia Association. (2016). What is Structured Literacy?Link.·Moats, L., Rosow, B. L. (2018). Speech to Print: Language Essentials forTeachers (3rd ed.). Baltimore, MD: Paul H. Brookes Publishing CompanyWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 10 : TH E IN TE RM ED IA TE S TA GE O F WO RD A TT AC K(C ON T. )ORTON GILLINGHAM FOR PARENTS

Is English Really "Crazy"?English often has a reputation for being unpredictable and difficult to spell,but in reality, it’s far more logical than many people think. About 50% ofEnglish words can be spelled accurately using simple sound-letterrelationships, and an additional 36% can be spelled correctly when youtake into account word origin and meaning. That means only a smallpercentage of words are truly irregular. By teaching children the rules andpatterns of spelling, we can make the English language much moremanageable and less mysterious for them.Why Teach Spelling in the Age of Spell Check?With technology at our fingertips, many people wonder if teaching spellingis still necessary. After all, most devices have spell check, right? But relyingon spell check alone isn’t enough, especially for children who struggle withspelling. Spell-check tools often require a close approximation of thecorrect spelling to work properly, and research has shown that spell-checkcatches only about 53% of misspelled words by students with learningdisabilities (Moats, 2019).WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 11 : SP EL LI NGORTON GILLINGHAM FOR PARENTSThe Science and Art of Spelling

In fact, according to the International Dyslexia Association (2020), spellcheckers don’t usually work well for students until they’ve achieved at leasta fifth-grade spelling level. This highlights how crucial it is to build a strongfoundation in spelling to ensure students can communicate effectively inwriting.Spelling and Reading: A Reciprocal RelationshipIn the Orton-Gillingham (OG) approach, spelling is closely connected toreading. Every concept taught for reading is also taught for spelling,creating a dual benefit. Spelling is more than just memorizing words—it’sabout understanding how words work. When students learn spellingstrategies alongside reading, they develop the ability to decode andencode words more effectively.Spelling becomes a thinking task, where children learn to analyze sounds,apply rules, and make educated guesses about unfamiliar words.Spelling RulesEnglish spelling may seem complicated, but there are patterns and rulesthat make it more predictable. In the OG approach, students learn spellingrules that help them make informed decisions.Common Spelling RulesThe Floss Rule: One of the first spelling rules taught is the Floss Rule. Itstates that the letters f, l, s (and sometimes z) are doubled at the endof a one-syllable word following a short vowel. Examples include "huff,""bill," and "pass."WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 11 : SP EL LI NG ( CO NT .)ORTON GILLINGHAM FOR PARENTS

-ck, -tch, and -dge: These endings are used after a short vowel in aone-syllable word. Examples include "back," "match," and "edge."Position-Based Spelling Patterns: Some sounds are spelled differentlydepending on where they appear in a word. For example:"ai" is used in the middle of a word (as in "rain"), while "ay" is used atthe end of a word (as in "play")."oa" is used in the middle of a word (as in "boat"), while "ow" is usedat the end of a word (as in "snow")."igh" is used in the middle of a word (as in "night"), while "y" is usedat the end of a word (as in "sky")."oi" is used in the middle of a word (as in "oil"), while "oy" is used atthe end (as in "toy")."au" appears in the middle of a word (as in "haunt"), while "aw" isused at the end (as in "saw")."ou" appears in the middle of a word (as in "loud"), while "ow" isused at the end (as in "cow").Learning these common patterns helps children decode and spell withmore confidence.The "e" Exception: Vowel teams involving "e" don’t always follow rules.For example, "ee" can appear at the beginning of a word ("eel"), in themiddle ("feet"), or at the end ("tree"). Spelling Rules for Adding SuffixesAs children progress, they learn rules for adding suffixes to base words, orwords that can stand on their own, which can make spelling more complex. The three primary rules are:WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 11 : SP EL LI NG ( CO NT .)ORTON GILLINGHAM FOR PARENTS

1-1-1 Rule: If a word has one syllable, one vowel, and ends with oneconsonant, the final consonant is doubled when a suffix that beginswith a vowel (e.g., "run" becomes "running") is added.Silent-e Rule: The final "e" is dropped when a suffix that begins with avowel (e.g., "make" becomes "making") is added.Y to I Rule: When a word ends with a consonant followed by "y," the “y”is changed to "i" before a suffix (e.g., "cry" becomes "cried") is added.Dealing with Irregular WordsEven though most English words follow predictable patterns, there aresome truly irregular words that must be memorized. These irregular words,such as "said," where the "ai" is pronounced as /ĕ/, don’t fit typical spellingpatterns. Although the focus is on teaching regular phonetic patterns in theOrton-Gillingham approach, frequently used irregular words must betaught through direct instruction. Irregular words can be particularlychallenging for students with dyslexia or other learning differences. That’swhy these words are introduced gradually and practiced abundantly tohelp students retain them.The Science and Logic Behind SpellingWhile English spelling may appear difficult, it is far more logical than itseems at first glance. Research shows that structured literacy programslike Orton-Gillingham are particularly effective for teaching the rules andpatterns behind English spelling. This approach helps students understandhow language works, which is critical for improving both reading andspelling skills (Birsh & Carreker, 2018).Children can approach spelling with greater confidence by usingconsistent rules and generalizations. Rather than relying on memorization WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 11 : SP EL LI NG ( CO NT .)ORTON GILLINGHAM FOR PARENTS

alone, they are taught to think through the spelling of words based onsound patterns, word position, and language rules. This makes spellingmore of a strategic and thoughtful process.ConclusionSpelling is an essential part of literacy development, and when taught in astructured way, it can be a logical and systematic process. The Orton-Gillingham approach to spelling equips students with the tools they needto decode and spell words effectively, making informed choices based onsound, position, and rules. By learning these strategies, students gain moreconfidence in their writing and reading, ultimately becoming stronger andmore independent learners.REFERENCESBirsh, J. R., & Carreker, S. (2018). Multisensory Teaching of BasicLanguage Skills. Paul H. Brookes Publishing Co.Gillingham, A., & Stillman, B. W. (1997). The Gillingham Manual: RemedialTraining for Students with Specific Disability in Reading, Spelling, andPenmanship (8th ed.). Educators Publishing Service.International Dyslexia Association. (2020). How Common are SpellingDifficulties? Retrieved from IDA WebsiteMoats, Louisa. (2018). Speech to Print (3rd ed.). Baltimore: BrookesPublishing Co.Orton, J. L. (1966). A Guide to Teaching Phonics. Educators PublishingService.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 11 : SP EL LI NG ( CO NT .)ORTON GILLINGHAM FOR PARENTSFor Further StudyVideo: Dr. Louisa Moats “How Spelling Supports Reading”. ReadingRockets. https://www.youtube.com/watch?v=BjVcR83nAYk&t=1s

Introduction to MorphologyMorphology, the study of morphemes—the smallest units of meaning in alanguage—is a foundational aspect of the Orton-Gillingham approach toliteracy instruction. As introduced in Chapter 4, understandingmorphemes, which include prefixes, roots, and suffixes, is crucial forstudents’ reading and spelling development. The journey begins withcommon suffixes, a strategic choice that supports early reading success.Why Teach Morphemes Early?The early introduction of morphemes is essential for several reasons. First,it helps students grasp the structure of words, which is necessary for bothreading and spelling. For instance, children must comprehend that "cat"refers to a single animal, while "cats," with the addition of the -s suffix,indicates more than one. By mastering individual morphemes, studentsdevelop the ability to decode, spell, and understand words moreeffectively.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 12ORTON GILLINGHAM FOR PARENTSThe Power of Morphology in Early LiteracyInstruction

How Learning Morphology Transforms ThinkingAs children learn morphemes, their understanding of words deepens. Theymove from simply decoding words (recognizing letters and sounds) tounderstanding word meaning and structure. For instance, your child mightrecognize the -ed ending in "jumped," which signals the past tense, andthat the -ed is pronounced as /t/. This kind of learning, calledmorphological awareness, helps children make sense of how English works,which means they can decode and spell more words by paying attentionto the morphemes.How Early Can Children Learn Morphology?Research has shown that even young children in kindergarten can startdeveloping an awareness of morphemes through oral language activities(International Dyslexia Association, 2020). Typically, we introduce commonsuffixes like plural -s, -ing, and -ed in first grade and continue practicingthese until children have mastered them. As children move into highergrades, more advanced suffixes and Latin-based words are introduced tokeep building on their understanding.Starting with the Most Common SuffixesEffective morphology instruction begins with the most common suffixes—often called “inflectional suffixes” that change the number, tense, or degreeof a word. Examples include -s, -ing, -ed, -er, and -est. These make upabout 67% of the suffixed words in English. Most often, children will learnthe plural -s first. As always, it’s important to remember that children with dyslexia or otherreading difficulties may need extra time and practice to master theseconcepts fully, WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 12 : TH E PO WE R OF M OR PH OL OG Y IN L IT ER AC Y(C ON T. )ORTON GILLINGHAM FOR PARENTS

Teaching the Rules of MorphologyWhen your child encounters a word, they need to ask themselves, “Doesthis word have a suffix?” If it does, they’ll need to figure out what that suffixdoes to the meaning, spelling, or grammar of the word. Once they’vebecome comfortable with suffixes, we can teach them the rules for addingsuffixes, which will help them understand how spelling changes whensuffixes are added.Introducing Common PrefixesOnce your child has mastered suffixes, the next step is to introduceprefixes. Prefixes are different from suffixes because they change themeaning of the word rather than the part of speech. For example, the prefixun- means “not” or “opposite of” and can be found in over 1,000 Englishwords. Learning prefixes will allow your child to unlock the meanings ofmany new words simply by recognizing the parts they already know.Conclusion: Building a Strong Literacy FoundationMorphology is an essential part of teaching children to read and spell,within the Orton-Gillingham approach. By starting with common suffixesand gradually introducing more complex morphemes, we can give childrenthe tools they need to succeed. This approach benefits all learners,especially those who may struggle, and ensures that your child is building astrong foundation for future literacy development.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 12 : TH E PO WE R OF M OR PH OL OG Y IN L IT ER AC Y(C ON T. ) ORTON GILLINGHAM FOR PARENTS

REFERENCESBeck, I., et al. (2013). Bringing Words to Life: Robust VocabularyInstruction. Guilford Press.Birsh, J. R., & Carreker, S. (2018). Multisensory Teaching of BasicLanguage Skills. Paul H. Brookes Publishing Co.Gillingham, A., & Stillman, B. (1997). The Gillingham Manual (8th ed.).Cambridge, MA: Educators Publishing Service.Gold, H., et al. (2008). PS: Resources of Prefixes, Suffixes, and Roots –Resource List, Phrases, Sentences, Poems, and Stories.www.wvced.com/ps-prefixes-suffixes-roots/International Dyslexia Association, (2020). Morphological Awareness,One Piece of the Literacy Pie. https://dyslexiaida.org/morphological-awareness/#:~:text=Researchers%20have%20discovered%20that%20children,There%20are%20two%20of%20them.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 12 : TH E PO WE R OF M OR PH OL OG Y IN L IT ER AC Y(C ON T. ) ORTON GILLINGHAM FOR PARENTS

As you may have seen in the National Spelling Bee, participants often askfor the language of origin for words they have to spell. There’s a reason forthis: English is a blend of several languages that form the layers of ourlanguage today.The Layers of English: A Historical PerspectiveUnderstanding the history of the English language is crucial for fullygrasping it. English has evolved through different stages and has beeninfluenced by several key languages.Anglo-Saxon (Old English): The earliest form of English sounded muchlike German. Listen to the epic poem Beowulf to get an idea of how OldEnglish sounded (in the “For Further Study” box below). Latin: The Roman Empire left behind its Latin roots, especially inreligion and scholarly fields. When William the Conqueror invadedEngland from France, French became the language of law, government,and high society for 300 years. Its Romance roots of Latin blended intothe English we speak today.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 13ORTON GILLINGHAM FOR PARENTSUnderstanding the Advanced Stage ofWord Attack--Advanced Morphology

Greek: The Renaissance introduced Greek influence, particularly in art,science, medicine, and philosophy.These major languages—Anglo-Saxon, Latin, and Greek—form thefoundation of modern English. Understanding them can greatly helpstudents, especially those with dyslexia, to attack and decode complexwords.Breaking Down the Language LayersLatin is the largest contributor, forming approximately 55% of Englishwords. It includes many of the sophisticated and technical words weencounter in literature.Greek is often found in highly specialized scientific and medicalterminology.Anglo-Saxon, although making up the smallest percentage, forms thebase for many common, everyday words frequently used in books foryoung readers.Latin in the Advanced StageIn Orton-Gillingham, Latin morphemes (prefixes, roots, and suffixes) areintroduced in the Advanced Stage of Word Attack. By this point, studentsare already familiar with common suffixes and prefixes like -ing, -ed, andun- from earlier stages (see chapters 9 and 10 for the Basic andIntermediate Stages of Word Attack).Research supports the importance of Latin-based instruction: “90% ofEnglish words with more than one syllable are Latin-based. A single Latinroot can generate 5-20 English words” (Rasinski et al., 2008). This meansthat learning one root can unlock multiple new words for your child.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 13 : AD VA NC ED M OR PH OL OG Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

Teaching Latin morphology offers multiple benefits. It allows students to:Read the word by recognizing familiar parts,Spell the word using common patterns,Understand the meaning by breaking it down into morphemes(individual units of meaning).This is particularly crucial for students with dyslexia, who may struggle tointuitively connect word meaning to prefixes, roots, and suffixes. Latinmorphology offers a reliable strategy to help them break downmultisyllable words effectively.When Should Latin Be Introduced?Students can begin learning Latin morphemes as early as third gradestarting with common suffixes like -tion (which appears in over 2,200English words). Gradually, they move on to common Latin prefixes androots. Teachers carefully select morphemes that can be readily combined,allowing students to practice constructing and deconstructing words.Greek Morphemes in the Advanced StageIn OG, Greek morphemes are also introduced in the Advanced Stage. Greekmorphemes are often referred to as "combining forms" because they don’talways follow the prefix-root-suffix pattern.Though Greek only comprises about 11% of the English language, it makesup nearly half (46%) of all medical terms. It’s also prevalent in science,math, and even sports terminology (especially anything connected to theOlympics, which originated in Greece).WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSCH AP TE R 13 : AD VA NC ED M OR PH OL OG Y (C ON T. )

When Is Greek Taught?Typically, Greek is taught after Latin because it’s less common. However,for older students (fourth grade and up), Greek can be taught earlier ifthere’s an immediate need—especially if science vocabulary includesmany Greek-based terms.Ideally, science texts should be reviewed ahead of time to identify theGreek morphemes your child will encounter, so they can be incorporatedinto instruction.ConclusionThe English language, with its rich history and complex layers, can be achallenge for any student to master. However, for children with dyslexia orother language difficulties, understanding the origins and structures ofwords provides an essential key to unlocking the complexities of English.By methodically teaching Latin and Greek morphemes, educators offerstudents a toolset that empowers them to tackle multisyllable words withconfidence. This structured approach is particularly important forstruggling readers, giving them the strategies they need to break down,decode, and understand new words.As a parent, you can support this process by understanding the stages ofword attack and encouraging your child to explore the meaning behindwords. The systematic study of morphology—especially the Latin andGreek roots of English—will not only improve your child’s reading andspelling but also enrich their overall understanding of language andlearning. With this knowledge, they’ll be able to approach complex wordsand texts with greater ease, opening the door to a lifelong love of reading.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSCH AP TE R 13 : AD VA NC ED M OR PH OL OG Y (C ON T. )

REFERENCESBeck, I., et al. (2002). Bringing Words to Life: Robust VocabularyInstruction. New York: Guilford Press.Florida Center for Reading Research. Retrieved fromhttps://fcrr.orgMarn, F. (2019). Morpheme Matrices. Retrieved fromhttps://atlasabe.orgGillingham, A., & Stillman, B. (1997). The Gillingham Manual (8thed.). Cambridge, MA: Educators Publishing Service.Henry, M. (2010). Unlocking Literacy (2nd Ed.). Baltimore: BrookesPublishing.Johnson, K., & Polly, B. (2002). Megawords 2. Cambridge:Educators Publishing Service.King, D. (2000). English Isn’t Crazy. Austin, TX: Pro-Ed PublishingMoats, L, & Tolman, C (2009). Excerpted from Language Essentialsfor Teachers of Reading and Spelling (LETRS): Spellography forTeachers: How English Spelling Works (Module 3). Boston: SoprisWest..Nieman, D. Retrieved from https://niemanville.comUniversity of Florida Literacy Institute. Retrieved fromhttps://ufli.education.ufl.edu/foundations/toolboxWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAORTON GILLINGHAM FOR PARENTSCH AP TE R 13 : AD VA NC ED M OR PH OL OG Y (C ON T. )For Further StudyOpening Lines of Beowuf in Old English by Justin A. Jack.https://www.youtube.com/watch?v=CH-_GwoO4xIArticle: Historical Layers of English.https://www.readingrockets.org/topics/spelling-and-word-study/articles/historical-layers-englishMoats, L, & Tolman, C (2009). Excerpted from LanguageEssentials for Teachers of Reading and Spelling (LETRS):Spellography for Teachers: How English Spelling Works (Module3). Boston: Sopris West.

Why Is Vocabulary Important for Your Child's Reading Success?As a parent, you may have heard that vocabulary is key to helping childrenbecome strong readers. But why? Simply put, understanding vocabulary isessential to reading comprehension. When children know the meaning ofthe words they read, they can unlock the deeper meaning behind thosewords, which leads to better understanding of the text. In fact, as theNational Reading Panel (2000) explains, a strong vocabulary is critical tobecoming a skilled reader.The Connection Between Vocabulary and Reading ComprehensionThink of vocabulary as one of the building blocks of reading. Words are notjust isolated units but parts of a bigger picture that support your child’sability to understand what they read. Research shows that knowing a largenumber of words is directly related to better comprehension at all ages—from early elementary through high school. Experts like Schmitt et al. (2011)even suggest that in order to fully understand a text, readers need to know98% of the words they encounter.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 14ORTON GILLINGHAM FOR PARENTSThe Critical Role of Vocabulary

Vocabulary Development: A Long-Term ProcessVocabulary development doesn’t stop after early elementary school. Itcontinues to play a key role in your child’s reading ability throughout theirentire academic journey. As Biemiller (2012) points out, vocabularybecomes an increasingly strong predictor of reading comprehension,especially in later grades. By 7th or 8th grade, vocabulary is one of the mainpredictors of reading success, making it critical to foster continuousvocabulary growth.How Does the Brain Learn Vocabulary?The brain’s process of learning new words is fascinating. New researchshows that learning vocabulary is not as simple as memorizing definitionsof words. According to Bundell (2016), the brain organizes vocabulary like anetwork, making connections between new words and those alreadyknown. These connections are shaped by personal experiences and all thesenses, which means that learning vocabulary is unique to each child.Watch the fascinating video of how this happens in the brain (“For FurtherStudy” box below).Important Vocabulary Concepts for Parents to UnderstandHere are a few key terms to know when thinking about your child’svocabulary development:Depth and Breadth of Vocabulary: “Depth” refers to how well yourchild knows a word, including how to pronounce, spell, and use it indifferent contexts. “Breadth” is how many different words your childknows.Receptive and Expressive Vocabulary: Receptive vocabulary is madeup of the words your child understands when listening or reading.Expressive vocabulary refers to the words your child uses in speakingor writing. WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 14 : TH E CR IT IC AL R OL E OF V OC AB UL AR Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

How Vocabulary Grows Over TimeChildren’s vocabularies grow rapidly as they go through school:By age 6, a child may know about 8,000 wordsBy 8th grade, that number can increase to 25,000By 12th grade, a student may know 50,000 wordsThis means children need to learn around 3,500 words per year between1st and 12th grade to stay on track for strong reading comprehension.The Vocabulary Gap: What Parents Should KnowUnfortunately, some children start school with fewer words in theirvocabulary than others. For example, by the time they enter first grade,children from lower socioeconomic backgrounds may know half the wordsthat their more advantaged peers know. Over time, this gap widens. By highschool, students with the smallest vocabularies often perform at a third-grade reading level. This growing difference is known as the “MatthewEffect,” where the “rich get richer, and the poor get poorer” in terms ofvocabulary (Beck et al., 2013).How to Choose the Right Words to TeachAs a parent, you might wonder what kinds of words are best to teach yourchild. Experts like Beck et al. (2013) recommend a tiered approach:Tier 1 Words: Common, everyday words like "dog" or "happy." Theseusually don’t need much teaching except to those just beginning tolearn English.Tier 3 Words: These are subject-specific words like "photosynthesis" or"Constitution." They’re best learned in the context of science or socialstudies.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 14 : TH E CR IT IC AL R OL E OF V OC AB UL AR Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

Tier 2 Words: These words are often called “Goldilock” words becausethey are “just right” for instruction. They are found frequently in writtenlanguage and are essential for reading comprehension. They’rechallenging but important for children to know. Words like "analyze" or"contrast" are examples of Tier 2 words that are great candidates forinstruction.How Children Learn VocabularyThere are two main ways children learn new words:Indirect Learning: This happens naturally during conversations, whilelistening to books, or through independent reading. Reading widely isone of the best ways for older children to pick up less commonvocabulary. Audiobooks are also a fantastic resource, offering the samebenefits.Direct Learning: This involves explicit teaching of vocabulary. Insteadof simply learning definitions, students are encouraged to explore themeaning of words and how they relate to each other. It often takes 12–20 meaningful exposures for a child to truly master a new word (Hennessey, 2018).Steps for Effective Vocabulary TeachingWhen teaching your child new words, consider these steps:Introduce the Word: Show your child the word, breaking it intosyllables if needed.Model the Pronunciation: Say the word out loud and have your childrepeat it.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 14 : TH E CR IT IC AL R OL E OF V OC AB UL AR Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

Give a Kid-Friendly Definition: Provide an explanation that your childcan easily understand.Use the Word in Context: Offer several examples of how the word isused in different situations.Practice Using the Word: Encourage your child to use the word inconversation and in writing.Multisensory Learning: Making Vocabulary StickUsing a multisensory approach—engaging sight, hearing, touch, andmovement—can help children retain new vocabulary. For example, actingout a word or drawing a picture can help them make stronger connectionsto its meaning.Morphology: Understanding Word PartsAnother powerful tool for teaching vocabulary is morphology, whichinvolves teaching your child about word parts that have meaning likeprefixes, roots, and suffixes (see chapters 12 and 13). For example, knowingthat "un-" means "not" or that "-ful" means "full of" helps children breakdown and understand the meaning of new words.Conclusion: Building Strong Vocabulary Skills with Orton-GillinghamGiven how critical vocabulary is for reading comprehension, it’s importantto include it in your child’s daily learning. Whether through reading aloud,engaging in conversation, or using Orton-Gillingham principles describedabove to explicitly teach vocabulary, helping your child develop a strongvocabulary will set them up for reading success.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 14 : TH E CR IT IC AL R OL E OF V OC AB UL AR Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

REFERENCESArcher, A. (n.d.). 2nd Grade Vocabulary [Video]. Explicit Instruction.BodyBeck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words toLife: Robust Vocabulary Instruction. New York: Guilford.Biemiller, A. (2012). Teaching Vocabulary in the Primary Grades:Vocabulary Instruction Needed. Guilford Press.Bundell, S. (2016). The Brain Dictionary. [Video]. Nature. BodyHennessey, N. E. (2018). Working With Word Meaning: VocabularyInstruction. In Multisensory Teaching of Basic Language Skills (pp.558-595). New York, NY: Brookes Publishing.National Reading Panel. (2000). Teaching Children to Read: AnEvidence-Based Assessment of the Scientific Research Literatureon Reading and Its Implications for Reading Instruction.Washington, DC: National Institute of Child Health and HumanDevelopmentWWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 14 : TH E CR IT IC AL R OL E OF V OC AB UL AR Y (C ON T. )ORTON GILLINGHAM FOR PARENTSFor Futher StudyVideo: The Brain Dictionary. https://www.youtube.com/watch?v=k61nJkx5aDQ. Bundell, S. (2016). The Brain Dictionary. [Video].Nature. Video: Vocabulary Instruction--2nd grade by Anita Archer.https://explicitinstruction.org/video-elementary/elementary-video-4/.

Reading fluency is a crucial skill that connects phonics and decoding toreading comprehension. When children read fluently, they are able to focuson understanding the text rather than getting stuck on sounding out words.As Moats and Tolman (2019) explain, fluency helps students free upcognitive resources, allowing them to grasp the meaning of words,sentences, and passages more effectively.What is Reading Fluency?Many parents think fluency just means reading quickly, but this is acommon misconception. True reading fluency involves accuracy,appropriate speed, and expression—all of which work together to supportcomprehension. Hasbrouck and Glasser (2012) define fluent reading as"reasonably accurate reading at an appropriate rate with suitableprosody (expression) that leads to deep comprehension andmotivation to read."WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 15ORTON GILLINGHAM FOR PARENTSUnderstanding Reading Fluency: A Guidefor Parents

Why is Fluency Important?Fluent readers can focus on the meaning of the text because they don’thave to put too much effort into decoding individual words. Strugglingreaders, however, spend so much time sounding out words that they missthe overall meaning of what they’re reading. Fluency allows readers to shifttheir attention from decoding to understanding.Components of Reading FluencyFluency has four key components:Automatic Word Reading: Recognizing words instantly withoutneeding to sound them out.Reading Rate: Reading at a speed that supports understanding.Accuracy: Reading words correctly to ensure the text makes sense.Prosody (Expression): Reading with appropriate tone, phrasing, andemphasis to bring meaning to the text.Automatic Word ReadingWhen students recognize words automatically, they can read smoothly andfocus on understanding. This is developed through repeated exposure towords, helping them be read instantly.Rate and AccuracyIt's important to remember that faster isn’t always better. Reading tooquickly can lead to mistakes, skipping words, or misinterpreting themeaning. Reading at the right speed—where your child is both accurateand able to understand the text—is the goal.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 15 : UN DE RS TA ND IN G RE AD IN G FL UE NC Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

Prosody: Reading with ExpressionProsody refers to the rhythm and tone we use when speaking, and it’s justas important in reading. Children need to learn how to pause at commas,raise their voice for questions, and read with natural phrasing andintonation. Moats and Toan (2019) remind us that reading with expressionmakes the experience more engaging and meaningful.Why Some Children Struggle with FluencyFluency problems often stem from difficulties in other areas of reading,such as:Phonological awareness (understanding sounds in language)Letter recognition and sound-symbol correspondenceDecoding words and spellingVocabulary and background knowledgeDyslexic students, in particular, may sometimes struggle with RapidAutomatized Naming (RAN), a skill that helps us quickly retrieve familiarwords or sounds. These students may read more slowly, even when theyrecognize words, because of the time it takes to retrieve that information(Odle, 2018).Helping Your Child Build FluencyBuilding fluency starts with a strong foundation in these skills. Here aresome ways you can help:Model Fluent Reading: Read aloud to your child using naturalexpression and proper pacing. This shows them how fluent readingsounds.Practice Together: Take turns reading sentences or passages. This “MyTurn, Your Turn” method helps them mirror your fluency.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 15 : UN DE RS TA ND IN G RE AD IN G FL UE NC Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

Use Audiobooks: Listening to fluent readers can reinforce fluency in afun and engaging way.Repeated Reading: Encourage your child to read the same passagemultiple times to build confidence and familiarity with the text.Final Thoughts for ParentsRemember that fluency is not just about reading faster. Pushing children tospeed up before they are ready can lead to guessing and poorcomprehension. Instead, focus on the root skills—phonics, decoding, andvocabulary—that build fluency over time. By providing consistent practice,modeling good reading habits, and setting realistic goals, you can help yourchild become a fluent and confident reader.Fluency is the bridge between phonics and comprehension, and it isessential for reading success. With the right support, your child candevelop fluency, allowing them to read more smoothly and understandtexts more deeply.REFERENCESEhri, L. C. (2014). Orthographic Mapping in the Acquisition of Sight WordReading, Spelling Memory, and Vocabulary Learning. Scientific Studiesof Reading, 18(1), 5-21.Foorman, B. R., & Mehta, P. (2002). Predicting Growth in ReadingAchievement Among Children in Grades 1 to 3: The Contribution ofDecoding and Language Skills. Reading and Writing: An InterdisciplinaryJournal, 15(1-2), 3-12.Hasbrouck, J. & Glassner, D. (2012). Reading Fluency: Understanding andTeaching This Complex Skill: Training Manual. Benchmark Education.Kilpatrick, D. A. (2016). Equipped for Reading Success. Syracuse, NY:Casey & Kirsch Publishers.Moats, L., & Tolman, C. (2019). Speech to Print: Language Essentials forTeachers (3rd ed.). Baltimore, MD: Brookes Publishing.Odle, T. (2018, April). Reading Fluency and Dyslexia: Steps and Missteps.Presentation at the AOGPE Conference, Charlotte, NC.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 15 : UN DE RS TA ND IN G RE AD IN G FL UE NC Y (C ON T. )ORTON GILLINGHAM FOR PARENTS

Why Reading Comprehension is CrucialAs parents, we all want our children to succeed in reading, but readingcomprehension goes beyond just recognizing words on a page.Comprehension is the ability to understand and make meaning fromwhat is being read, and it is essential for success not just in school, butin life. Without comprehension, reading is simply decoding wordswithout gaining any deeper understanding.Research shows that reading comprehension is the foundation of alllearning. Children who develop strong comprehension skills are able togain knowledge, think critically, and apply what they learn across varioussubjects. According to Snow (2002), reading comprehension involves"extracting and constructing meaning" through interaction with writtenlanguage, making it one of the most complex and valuable skills we canhelp our children develop.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 16ORTON GILLINGHAM FOR PARENTSDeveloping Strong ReadingComprehension with Orton Gillingham

The Orton-Gillingham approach plays a significant role in developingcomprehension because it emphasizes structured, sequential, andmultisensory methods that help children grasp the mechanics of reading.This structured approach not only aids in decoding but also strengthenscomprehension as children gain a deeper understanding of how languageworks.What Influences Reading Comprehension?Reading comprehension is influenced by a combination of factors, oftencategorized as the Reader, the Text, and the Purpose (Catts, 2022):The Reader: Your child brings their own cognitive abilities, attentionspan, memory, motivation, and background knowledge to the readingprocess. These factors significantly influence how well theycomprehend a text. The Orton-Gillingham approach, by addressingeach student’s unique learning profile, helps tailor the teaching ofreading skills to meet these individual needs, making comprehensionmore accessible.The Text: The genre, topic, structure, and complexity of the text alsoplay a key role. For example, a familiar topic might be easier for yourchild to understand, while a more complex text may require more effortto comprehend.The Purpose: Understanding why your child is reading is equallyimportant. Are they reading for pleasure, studying for a test, or trying tofollow directions? The reason for reading influences how deeply theyneed to engage with the text. The Orton-Gillingham approachencourages students to consider their purpose for reading and teachesthem how to use strategies appropriate for that purpose.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 16 : DE VE LO PI NG S TR ON G RE AD IN G CO MP RE HE NS IO N(C ON T. )ORTON GILLINGHAM FOR PARENTS

Key Skills for Building ComprehensionHere are some of the critical skills your child needs to develop in order tobecome a strong reader:Decoding: Being able to accurately read words is the first step. If achild struggles with decoding, it is nearly impossible for them to focuson comprehension. Orton-Gillingham focuses on building thesedecoding skills systematically, ensuring that once a child mastersdecoding, they can focus more on understanding the text.Vocabulary Knowledge: The more words your child knows, the easier itwill be for them to understand the text. Research by Carlisle and Rice(2002) has shown that children with a broader vocabulary performbetter in reading comprehension tasks. Orton-Gillingham's use ofmultisensory techniques helps children internalize vocabulary throughrepeated exposure and practice.Background Knowledge: Having general knowledge about the world ora specific topic helps children make sense of what they read. Withoutthis knowledge, comprehension becomes more difficult. Orton-Gillingham emphasizes connecting reading to prior knowledge,encouraging children to draw on their own experiences to build thisessential skillInference Skills: Good readers can "read between the lines" by makinginferences. This means they can use clues from the text along with theirown knowledge to draw conclusions. Teachers using Orton-Gillinghamguide students in practicing inference-making, helping them applylogical reasoning to what they read.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 16 : DE VE LO PI NG S TR ON G RE AD IN G CO MP RE HE NS IO N(C ON T. )ORTON GILLINGHAM FOR PARENTS

Monitoring Comprehension: Skilled readers constantly ask themselves,"Does this make sense?" They stop and re-read if they get confused,ensuring they understand what they are reading. The structuredlessons of Orton-Gillingham emphasize self-monitoring and re-readingstrategies to build this essential skill.How Parents Can Support Reading Comprehension at HomeParents play an essential role in helping their children develop readingcomprehension skills. Using some of the Orton-Gillingham-basedstrategies, you can support your child’s reading comprehensiondevelopment:Read Together Regularly Reading aloud together is a powerful way to build comprehension skills. Whether your child is in elementary school or older, reading together provides opportunities to model good reading habits, ask questions, and discuss the text. You can also alternate between reading aloud and having your child read aloud, giving them a chance to practice reading fluency, which deepens understanding.Ask Questions Encourage your child to think deeply about the text by asking questions. These can include factual questions (e.g., "Who is the main character?") and inferential questions (e.g., "Why do you think the character acted that way?"). Asking questions before, during, and after reading helps to keep your child engaged and thinking critically about what they are reading. In Orton-Gillingham, asking questions is a key strategy to promote active engagement with the text. WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 16 : DE VE LO PI NG S TR ON G RE AD IN G CO MP RE HE NS IO N(C ON T. )ORTON GILLINGHAM FOR PARENTS

Build Vocabulary You can help your child learn new words by making vocabulary learning fun. Try using everyday situations to introduce new words, such as during family meals or when watching TV. Encourage your child to look up unfamiliar words they encounter in books and use them in conversation. The more they hear and use new words, the better their vocabulary will grow. Orton-Gillingham instruction integrates vocabulary building into every lesson, helping children internalize and apply new words meaningfully.Make Reading Interactive Using strategies like graphic organizers can help your child organize their thoughts and better understand what they are reading. Graphic organizers allow children to map out timelines, characters, and relationships between ideas. Visual aids like these can make abstract concepts easier to grasp. The Orton-Gillingham approach often incorporates visual and kinesthetic tools to strengthen comprehension and retain information.Encourage Active Reading Active reading involves thinking critically about a text while reading. Encourage your child to take notes, highlight key points, and stop to summarize what they have just read. For older children, summarizing and reflecting on the main idea of a passage or chapter helps solidify understanding. Teach your child to monitor their own understanding by asking themselves, "Does this make sense?" Orton-Gillingham's multisensory techniques promote active reading by engaging students in activities that make them reflect on what they’re learning.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 16 : DE VE LO PI NG S TR ON G RE AD IN G CO MP RE HE NS IO N(C ON T. )ORTON GILLINGHAM FOR PARENTS

The Importance of Background KnowledgeIt’s important to reemphasize that background knowledge—what yourchild already knows about a subject—has a huge impact on their ability tocomprehend new information. For example, a child who already knows a lotabout animals may have an easier time reading and understanding a bookabout wildlife. This is why it’s helpful to introduce your child to a variety oftopics, including science, history, and the arts, through both reading andeveryday experiences.Orton-Gillingham emphasizes making connections between newinformation and existing knowledge, allowing children to build on what theyalready know, thereby enhancing comprehension.Conclusion: Supporting Your Child’s Comprehension with Orton-GillinghamReading comprehension is an essential skill that goes beyond theclassroom—it’s the foundation of lifelong learning. The Orton-Gillinghamapproach not only focuses on decoding but provides a structured,multisensory way to teach reading comprehension by ensuring accuratedecoding, reinforcing vocabulary, critical thinking, and active readingstrategies.By encouraging your child to develop their vocabulary, actively engage withtexts, and think critically about what they read, you are setting them up forfuture academic success. With Orton-Gillingham’s tailored, multisensorytechniques, your child can develop these key comprehension skills in a waythat is suited to their individual needs, whether they are struggling readersor on grade level.By incorporating reading into your daily routine and using the Orton-Gillingham approach, you are giving your child the tools they need tobecome confident, independent readers and thinkers.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 16 : DE VE LO PI NG S TR ON G RE AD IN G CO MP RE HE NS IO N(C ON T. )ORTON GILLINGHAM FOR PARENTS

REFERENCESCarlisle, J. F., & Rice, M. S. (2002). Improving Reading Comprehension.Timonium MD: York Press. Referenced in Marzola, Eileen. Strategies toImprove Reading Comprehension in the Multisensory Classroom.Multisensory Teaching of Basic Language Skills, edited by Judith R.Birsh, Brookes Publishing Co.Carreker, S. (2008). Guided Reading Comprehension Lesson Plan.Texas: Neuhaus Education Center.Catts, H. W. (2021-2022). Rethinking how to promote readingcomprehension. American Educator, 45(4), 26-33, 40Snow, C. E. (2002). Reading for Understanding: Toward a Research andDevelopment Program in Reading Comprehension. RAND Corporation.WWW.TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMACH AP TE R 16 : DE VE LO PI NG S TR ON G RE AD IN G CO MP RE HE NS IO N(C ON T. )ORTON GILLINGHAM FOR PARENTS

TEACHYOURDYSLEXICCHILD.COMLORI SHIKUMAA Path Forward with OrtonGillinghamCONCLUSIONAs we come to the close of Orton-Gillingham for Parents, you’ve nowgained the foundational knowledge of why this approach is so powerfulin supporting children with reading difficulties. You’ve learned the keyprinciples behind Orton-Gillingham—how it systematically builds skills,reinforces learning through multisensory methods, and meets childrenwhere they are in their literacy journey.But knowledge alone is just the beginning.The next step is action—turning this understanding into real, tangibleprogress for your child. If you’ve been wondering how to bring theseprinciples into your daily life, how to apply them in a structured way thatsupports your child's growth, then the journey continues with thepractical tools and strategies that you’ll explore in our upcomingcourses.These courses will walk you through the “hows”—giving you hands-ontechniques, lesson plans, and guidance to confidently implement Orton-Gillingham strategies at home. You’ll not only feel empowered but willalso see firsthand the progress your child can make when thesestrategies are put into action.By continuing to the next phase, you’re taking a significant step inhelping your child build a lifelong love of reading and learning. TheOrton-Gillingham approach works, and together, we can create anenvironment that nurtures your child’s literacy skills, boosts theirconfidence, and fosters their success.Thank you for joining me in this part of the journey—now, let’s moveforward together toward even greater growth and success!Warmly,Lori ShikumaORTON GILLINGHAM FOR PARENTS