What Is the Orton-Gillingham approach?

Some kids can read “cat” but completely freeze at “caterpillar.” That’s where the Orton-Gillingham approach comes in. It’s not some packaged program with a script. It’s a teaching method built around clear instruction and smart routines. You teach a sound, connect it to a letter, and let the student see it, say it, and write it—all at once. Sounds simple, but for struggling readers and students with dyslexia, it’s a game changer.

For teachers and tutors, OG is part of structured literacy. It gives you a roadmap that actually makes sense. For students, it strips away guesswork and builds real reading skills step by step. In this article, we’ll break down where it came from, how it works in real classrooms, who benefits, what research says, how quizzes fit in, and how to start without burning through your budget.

A Brief History of the Orton-Gillingham Approach

Back in the 1930s, neurologist Samuel Orton and educator Anna Gillingham noticed a pattern. Some bright kids just couldn’t read words on a page, no matter how hard they tried. Instead of blaming the kids, they changed how they taught. They focused on the structure of language itself—sounds, letters, and patterns—and taught it piece by piece, in a very deliberate order.

They also figured out something that still holds up: students learn better when they use more than one sense at a time. So they built a way of teaching that’s structured, sequential, and uses sight, sound, and touch together. Over the years, their ideas shaped a lot of phonics-based reading programs and became the foundation of what we now call structured literacy. The heart of OG isn’t fancy materials. It’s responsive teaching—watching what a student needs and adjusting as you go.

Core Principles That Define Orton-Gillingham

OG has four big ideas running through everything:

• Teach directly and clearly—don’t make students guess.
• Go step by step. Start simple, build slowly, and keep reviewing.
• Engage multiple senses. See it, hear it, say it, write it.
• Let data guide the pace. If something’s shaky, don’t rush forward.

Start with basics like short vowels, then add blends, vowel teams, syllable types, and eventually prefixes and roots. Yesterday’s concept shows up again today and tomorrow. That constant loop is what makes it stick. And “multisensory” doesn’t mean messy art projects. Air-writing, tapping out sounds, or tracing letters with a finger works just fine. Those tiny, repeated actions give the brain extra hooks to hold on to.

How the Orton-Gillingham Approach Works in Practice

OG lessons follow a rhythm. It usually starts with a quick visual drill where students name sounds when they see graphemes on cards. Then there’s an auditory drill—say a sound, they write the letter. After that, blending practice, where they read decodable words built from what they already know. Then comes the new concept of the day. Finally, spelling, controlled reading, and a little review from older lessons.

Each part is short and focused, like a small puzzle piece. A typical session is 30–45 minutes, sometimes less for whole-class work. A simple trick a lot of teachers use: at the end of each section, throw in a 1-minute mini quiz. If accuracy drops below 90%, reteach on the spot. Don’t wait until next week’s test. That habit stops small errors from turning into big gaps.

Who Can Benefit from the Orton-Gillingham Approach

Most people think OG is only for students with dyslexia. That’s not true. It works for any reader who needs stronger decoding skills. Early readers build a solid foundation before bad habits creep in. Older students who can understand text but stumble over words can rebuild fluency. And for multilingual learners, explicit phonics paired with speech gives them a clear entry point into English.

For teens, morphology—prefixes, roots, suffixes—is gold. One root can unlock a bunch of academic vocabulary, which helps in science and history classes. For younger kids, quick daily drills keep them moving without overwhelming them. It’s the same approach, just adapted to the learner.

Research, Evidence, and Ongoing Debates

The research on OG is… messy. Some studies show good results. Others say the evidence is mixed. The truth is, a lot depends on how it’s used. Many studies lump together different OG-based programs, so it’s hard to pin down results. But here’s what’s solid: explicit phonics, cumulative review, and structured lessons work. That’s what OG is built on.

The best thing teachers can do is make their classroom their own research lab. Use short, frequent checks to track how well students are actually progressing. If something’s not clicking, adjust the instruction. Implementation matters more than brand names.

Tools, Programs, and Training Options

OG is an approach, so there are plenty of ways to learn and apply it. Some companies offer teacher training and certification. Others sell structured materials like decodable books, card decks, and software. A few combine everything—training plus a program.

Before buying anything, check if the scope and sequence is clear, if the assessments show more than just scores, and if it helps you actually teach—not just follow a script. You don’t need expensive manipulatives to do OG well. A few cards, a whiteboard, some texture for tracing, and decodable texts are often enough. Spend money where it saves time, like automated review or easy progress tracking.

How Quizzes and Assessments Fit into Orton-Gillingham

Quizzes are the heartbeat of OG. They’re not about grading—they’re about catching small cracks early. After teaching a sound, give a quick check: say the sound, let students write or pick the grapheme. Flip it around—show the letters and have them say the sound. Throw in a few words to read and dictate a short sentence or two. At the end, mix in patterns from previous lessons to keep everything fresh.

If accuracy dips, reteach right away. If they ace it, roll that skill into spaced review. Those tiny checks build real progress. When you use tech, pick something that doesn’t just give a score. You want to see what’s confusing students so tomorrow’s plan can fix it fast.

Common Myths and Misconceptions

OG isn’t only for kids with dyslexia. Plenty of learners benefit from structured, clear instruction. And it’s not one program—it’s a method that different companies and teachers use in their own way.

Another myth: multisensory equals elaborate projects. Nope. It’s about connecting senses to the reading skill, not doing arts and crafts. A marker and a whiteboard work just fine. And finally, “If it’s OG, it’s proven.” Not exactly. The results depend on how it’s taught. Consistent, small reviews matter more than expensive kits.

Getting Started with Orton-Gillingham in the Classroom

You don’t need to overhaul everything. Pick a simple order to follow—short vowels, then blends, vowel teams, syllable types, morphology. Build short routines around visual and auditory drills. Add one new concept at a time. Pair it with a decodable list, a couple of dictation sentences, and a quick review.

Keep groups flexible. Use your quiz data to regroup every week. Minimal materials are enough to start—cards, markers, decodables. If you do spend money, aim for things that make teaching faster or clearer. For older students, get into morphology early. It’s a quick way to build vocabulary and keep the work feeling age-appropriate.

Conclusion — Building Strong Readers with a Proven Framework

The Orton-Gillingham approach gives students something they rarely get with reading: clarity. No guessing. No fluff. Just explicit teaching, smart practice, and constant feedback. For teachers, it’s a structure that’s flexible enough to fit any classroom. For students, it’s a way to finally make sense of words on a page.

Start small. Do daily drills. Use quick quizzes. Watch what the data says and adjust fast. If you invest in tools, choose the ones that make that cycle easier, not more complicated. OG works best when it’s real, simple, and consistent. That’s how struggling readers become confident ones.