The Principles of Orton-Gillingham (Part 1)

This is part one of a blog series on the principles of Orton-Gillingham.

The Orton-Gillingham (OG) approach is a cornerstone in the field of dyslexia education. It's a method designed to address the diverse and unique needs of students, particularly those with language-based learning differences. In this post, we'll delve into four of the key principles of Orton-Gillinghm. Whether working one-on-one or with small groups, these principles ensure that teaching is not only responsive but transformative.

Here are the First 4 Principles of the Orton-Gillingham Approach:

Principle 1: Individualized Instruction

We started by discussing how OG is tailored to meet the unique needs of each learner. It’s a student-centered approach that adapts based on strengths, challenges, and progress.

Principle 2: Direct and Explicit Teaching

The second fundamental principle is direct and explicit instruction. This method ensures students are not left to infer or guess concepts. Instead, they receive clear, structured, and step-by-step guidance in their learning journey.

Explicit instruction complements this by clearly stating learning objectives, explaining the "why" behind each lesson, and breaking down complex tasks into manageable steps. This approach builds confidence and competence, particularly in foundational skills.

Principle 3: Structured, Sequential, and Cumulative—But Flexible

This third principle is huge! OG instruction follows a logical, step-by-step process where each lesson builds on previously taught material. Skills are introduced from simple to complex, progressing from concrete concepts (e.g., phonemic awareness activities using tangible objects) to abstract ones (e.g., written orthographic patterns).

But here’s the kicker: flexibility. While the instruction is systematic, there’s room to adapt based on student needs. We'll dive deeper into flexibility in Part 2, but for now, remember that flexibility doesn’t mean deviating randomly; it means responding thoughtfully to the student’s progress.

Structured routines help create predictability, which is especially beneficial for students’ social-emotional well-being. They thrive in a consistent environment where they know what to expect. This structure extends to behavioral expectations—ensuring students actively engage in their learning, from oral responses to self-editing during writing tasks.

Principle 4: Emotionally Sound Instruction

Finally, OG is designed to foster emotional growth. This principle emphasizes creating a safe, supportive environment where students build confidence and resilience. Success breeds motivation, which in turn boosts engagement and self-advocacy.

With emotionally sound instruction, we have witnessed students moving from dreading reading to proudly presenting on their experiences with dyslexia. This transformation is a testament to how OG not only teaches reading but also cultivates self-belief, curiosity, and determination.

The Bigger Picture: Science and Research

Throughout these principles, you’ll notice threads of the science of learning and reading. Orton-Gillingham methods are deeply rooted in research, blending neuroscience, educational psychology, and best practices. This solid foundation traces back to the pioneering work of Dr. Samuel Orton and others, whose insights continue to guide structured literacy approaches today.

What’s Next?

This was just Part 1! In our next blog post, we’ll cover additional Orton-Gillingham principles and more deeply unpack the flexibility aspect. Stay tuned as we continue exploring the art and science behind this powerful approach.

For the full discussion, check out our latest episode of the Together in Literacy podcast. If you like what you hear, don’t forget to rate, leave a positive review, and subscribe!

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