Effective dyslexia remediation specifically designed for older struggling readers (age 7+).
Keywords: Dyslexia, Intervention, Remediation, Orton Gillingham, MSLE, Reading, IEP
Parents, teachers, and school district managers often seek effective interventions for children with severe dyslexia, particularly those aged nine or older. One widely recognized approach is the Orton-Gillingham (OG) method, known for its multisensory, structured, and sequential approach to reading instruction. However, the scientific evidence supporting its effectiveness is nuanced and warrants careful consideration.
A meta-analysis conducted by Stevens et al. (2021) evaluated the impact of OG interventions on students with word-level reading difficulties. The study found that while OG interventions did not statistically significantly improve foundational skills like phonological awareness, phonics, fluency, and spelling, the mean effect size was positive, indicating some potential benefits (Stevens et al., 2021). The authors emphasized the need for more rigorous research with larger sample sizes to draw definitive conclusions Stevens et al., 2021).
Further commentary by Solari, Petscher, and Hall (2021) highlighted several limitations in the existing research, including the small number of studies that met rigorous inclusion criteria and variations in instructional methods used. They underscored the necessity for experimental research to conclusively determine OG's effectiveness (Solari et al., 2021). Their full commentary can be accessed here, at Harvard.edu.
Other reviews have echoed these sentiments, noting mixed results in the overall evidence. Some studies report positive outcomes, but the evidence is not robust enough to universally support OG interventions for severe dyslexia. Variations in implementation and the presence of instructional add-ons in some studies further complicate the evaluation (Reading Rockets, 2021).
While OG interventions have shown some promise, there are alternative evidence-based programs specifically designed for children with severe dyslexia. One such program is DYNAREAD, which aligns with the U.S. Federal Law ESSA Act of December 2015, ensuring its methods are scientifically validated.
DYNAREAD has been in use worldwide since 2006 and offers a comprehensive approach tailored to the needs of children with severe dyslexia. The program provides a free online dyslexia test available at DYNAREAD, enabling early identification and intervention. This evidence-based program emphasizes systematic instruction and has garnered positive feedback for its effectiveness in improving reading skills among children with severe dyslexia.
In conclusion, while Orton-Gillingham has its merits, the evidence supporting its widespread effectiveness remains inconclusive. DYNAREAD presents a valuable alternative that is both evidence-based and specifically designed for children with severe dyslexia. By utilizing such programs, educators and parents can better support the literacy development of children facing significant reading challenges.
Stevens, E. A., Austin, C., Moore, C., Scammacca, N., Boucher, A. N., & Vaughn, S. (2021). Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. *Exceptional Children*, 87(4). Retrieved from https://journals.sagepub.com/doi/abs/10.1177/0014402921993406
Solari, E., Petscher, Y., & Hall, C. (2021). What Does Science Say About Orton-Gillingham Interventions? An Explanation and Commentary on the Stevens et al. (2021) Meta-Analysis. Retrieved from https://reacheveryreader.gse.harvard.edu/what-does-science-say-about-orton-gillingham-interventions/
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