Associate Level Course

Orton-Gillingham Associate Level Course (70+ Hours)

Coursework: Satisfies 70+ hours of Orton-Gillingham Associate Level coursework
Location: Swift School

Next Course:

Part 1: June 8-12, 2026 and June 15-19, 2026 (must attend both weeks)
Hours: 8 a.m. - 1:00 p.m.
Part 2: 5 Monthly Zoom Meetings: August through December 2026 (Must attend all 5 weeks)
- August 19: 4:30 p.m. - 6:30 p.m.
- September 16: 4:30 p.m. - 6:30 p.m.
- October 21: 4:30 p.m. - 6:30 p.m.
- November 18: 4:30 p.m. - 6:30 p.m.
- December 9: 4:30 p.m. - 6:30 p.m.

Note: All sessions in both Part 1 and Part 2 of this course must be attended in order to receive a certificate of completion.

Cost: $2200 (includes $200 worth of materials)

For additional information Contact OG Fellows Natalie Felix or Jocelyn Gasaway

Coursework Binder
A Guide to Teaching Phonics by June Lyday Orton
The Gillingham Manual by Anna Gillingham and Bessie W. Stillman

This course is open to all interested individuals who hold a Bachelor's Degree in any area of study.

Participants will receive the following materials:

Coursework Binder
A Guide to Teaching Phonics by June Lyday Orton
The Gillingham Manual by Anna Gillingham and Bessie W. Stillman

Content Areas

The Orton-Gillingham Approach (OG) and the Orton-Gillingham Academy (OGA)

What Is Dyslexia?

Dyslexia Defined
Phonological Processing as a Core Deficit of Dyslexia
What is meant by a Double Deficit?
Factors Affecting Literacy Acquisition
Warning Signs, Characteristics, and Challenges of the Dyslexic Learner
Dyslexia on a Continuum
Comorbid Learning Disorders: ADHD, Dysgraphia, Dyscalculia, Executive Functioning Difficulties
Current Federal & State Legislation Regarding Dyslexia
Differences between Warning Signs, Screening Results, and a Clinical Diagnosis of Dyslexia

Phonological and Phonemic Awareness

Phonics

Terms and Definitions:
Alphabetic Principle - Foundation of Both Reading & Spelling Instruction
Phonics instruction includes practice and application of the following topics and/or techniques:
- sound/symbol correspondence
- basic sound deck drill cards with keyword associations
- strategies to aid memory and retrieval for phonograms and spelling rules
  strategies to protect reading and spelling success
- practice creating phonetically-controlled word lists and connected text
  practice adapting a commercially produced connected text to align with a particular skill with the presented scope & sequence
- overlearning as a strategy
- activities to support generalizations
- review and practice administering informal testing to guide instruction

Brief History of the English Language

Basic Morphology

Define: morpheme, prefix, base (root), inflectional suffix, derivational suffix
Morphophonemic Nature of English
Why teach morphology?
The role of morphology in decoding, spelling, vocabulary development, and reading comprehension
Teaching common suffixes
- Inflectional suffixes: -s, -es, -ing, -ed, -er, -est
- Derivational suffixes: -y, -er, -ful, -less, -ment, -ness, -able
Use of morphemes for word attack and word analysis
The Three Great Spelling Rules: 1-1-1 Doubling Rule, Drop e Rule, Change y to i Rule
Morphological Awareness
Practical application across the curriculum
Morphology in Action: Brief overview of reading and spelling instruction

Reading Fluency

Reading fluency defined: A bridge between phonics and comprehension
Reading Fluency Development
Scarborough’s Reading Rope & The Simple View Of Reading
Developing and Supporting Reading fluency, comprehension, and student motivation
- Accuracy and Automaticity
- Assessing reading rate in individuals with dyslexia
  - Oral Reading Rate Needed for Comprehension
Techniques and methods for building and monitoring fluency
Technology to support students accessing text when oral reading fluency is a challenge

Vocabulary

Semantics Defined
- Basic knowledge of semantic building blocks: concept words or categories, content words, function words, synonyms, antonyms, multiple-meaning words
Vocabulary Defined - Types of Vocabulary
- Receptive vocabulary versus expressive vocabulary
- Scarborough’s Reading Rope & The Simple View Of Reading-
The role of vocabulary in skilled reading
Factors Contributing to Vocabulary Knowledge
Exposure - Impact of exposure on vocabulary growth and development
- The Matthew Effect
Language Processing Ability - Impact of dyslexia and other language disorders on vocabulary growth and development
Cognitive Ability - Impact of intelligence on vocabulary growth and development
Direct Vocabulary Instruction is defined as explicit and targeted vocabulary instruction
- How do teachers identify what words to teach?
Three Tiers of vocabulary words
Identifying and teaching Tier 2 vocabulary words
Vocabulary Instruction Routine
Strategies to establish a vocabulary routine before, during, and after reading
Indirect Vocabulary Instruction
- Context Clue Strategies
Dictionary: Build alphabet knowledge and dictionary skills

Listening and Reading Comprehension

Important Understanding: The goal of reading is comprehension.
Scarborough’s Reading Rope and the Simple View of Reading
- Reading comprehension is an outcome of multiple language comprehension and word recognition skills
Understanding the reciprocal relationships between listening comprehension, oral language, reading comprehension, and written expression
Text Structure: Narrative versus Expository/Informational
Instruction of comprehension strategies to include 1) Direct Explanation, 2) Modeling, 3) Guided Practice, and 4) Application
The Teacher’s Role as a model and language mediator in text comprehension instruction

Written Expression

Reading Comprehension and Written Expression are interdependent and reciprocal in nature
- Sentence structure and sentence-level activities

Syntax and Text Structure Instruction in an OG Lesson
- Sentence Structure - Review simple grammar, punctuation, and syntax
  - Diagramming Sentences
- Writing Sentences
  - Kernel sentence
  - Sentence expansion
- Self-Editing Strategies for Students
- Strategies for Teaching the Four Sentence Types
- Review the elements of a basic paragraph: topic sentence, supporting sentences, and concluding sentence
- Use of technology for students experiencing ongoing limitations in written expression

Orton-Gillingham Lesson Plan

Orton-Gillingham Academy Lesson Components:
- Identifying information: teacher name, student name
- Lesson and student work numbered and dated in order of instruction
- Clear lesson objectives for new skill and targeted review
- Notation of Errors (previous and in real-time)
- Word Play - Phonological/phonemic/morphological awareness activity
- Handwriting
- Learned Word Instruction using Trace, Cover, Copy, Close
- PART ONE: SOUND DRILL
- PART TWO: REVIEW AND REINFORCEMENT
- PART THREE: NEW INFORMATION/FOCUS OR TARGETED REVIEW
- Syllable Division according to student needs
- Connected Text

Application: Build an Orton-Gillingham Lesson

Assessment

Types of assessment measures and the purpose for each:

Screening, diagnostic, progress monitoring, outcome

Formal Intellectual and Academic Achievement Tests

Components of a psychoeducational evaluation
Commonly used intelligence tests and academic achievement tests
What is a norm-referenced test?
Reporting Scores:
- Bell curve
- Basic statistical terms (norm-referenced assessments)
- Considerations in interpreting standardized achievement scores
Dyslexia: Formal and informal instruments frequently used to screen for and diagnose dyslexia
Process of identifying, documenting, and interpreting formal assessment information for the student profile
- Woodcock-Johnson (WJ-IV)
- Wechsler Intelligence Scale for Children - V (WISC-V) (3.5 hours)
  - Index and subtest explanations with examples
- Woodcock-Johnson (WJ-IV)
  - Subtest explanations with examples

Informal Assessment - Explanation, Interpretation, and Application

Phonological and Phonemic Awareness Skills -
Reading and Spelling Skills
Learned Word Assessment
Handwriting and Writing Skills
Oral Reading of Connected Text and Comprehension Skills

Error Correction and Remediation

Culminating Project - Student Profile and 1:1 Orton-Gillingham Lesson

Trainees will work in small groups to build, practice and deliver an individual Orton-Gillingham lesson based on a mock student’s formal and informal assessments. Trainees will create the lesson based on the student profile. Trainees will individualize instructional materials and utilize OGA Principles throughout the lesson.

Small group members will deliver their 1:1 Orton-Gillingham lesson to one another utilizing the OGA Principles. Group members will alternate being the teacher and the student in order to experience both roles.

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