Frequently Asked Questions about Orton-Gillingham Online

The Orton-Gillingham Association (OGA) and the International Dyslexia Association (IDA) highlight the following signs that early intervention may be needed:

• Difficulty sounding out unfamiliar words

• Inconsistent or unusual spelling

• Slow, effortful reading despite practice

• Trouble remembering sight words

• Avoiding reading aloud or reading independently

A diagnosis isn't required to get started. While Orton-Gillingham specialists do not diagnose dyslexia, research consistently shows that OG-based instruction improves reading outcomes for struggling readers — whether or not a formal diagnosis is ever received. 

1. Phonological Awareness – Sound manipulation activities (rhyming, segmenting, blending sounds orally)

2. Visual Drill – Recognizing letters and patterns by sight

3. Auditory Drill – Identifying sounds when heard

4. Blending Drill – Combining sounds to form words

5. Spelling/Encoding – Writing sounds and patterns from dictation

6. New Material – Explicit introduction of one new phoneme, pattern, or rule using multisensory techniques (tracing, sounding out, writing)

7. Reading Practice – Applying the new concept by reading controlled word lists and decodable text

8. Reading Comprehension – Discussing what was read to ensure understanding beyond decoding

Throughout: Sessions are diagnostic and prescriptive—I continuously assess your child's responses and adjust instruction in real-time. The structure is predictable and reassuring, while content is individualized to your child's specific needs.

No. While many of my students have formal diagnoses, you don't need one to get started. If your child is struggling with reading and spelling, Orton-Gillingham instruction can help—regardless of whether they've been formally assessed.  If you have a neuropsychological assessment or IEP, sharing it beforehand helps me understand your child's needs from day one.

Yes. Research shows OG instruction is highly effective online when delivered properly.

The key OG components—explicit teaching, multisensory engagement, and systematic instruction—all work successfully via video. Visual materials appear on screen, audio is clear, and students do hands-on activities (tracing, writing) at their desk. I provide real-time feedback just as I would in person.

Benefits: No travel, comfortable environment, flexible scheduling, no weather cancellations.

What's needed: Quiet space, reliable internet, basic materials (paper, pencil, whiteboard).

Note:  For students with significant ADHD, in-person instruction may be better suited to their attention and engagement needs. We can discuss what's best for your child during our consultation.

Many families find online sessions equally effective and more convenient.

Typically, no formal homework. OG sessions provide sufficient practice with consistent twice-weekly attendance.

What I recommend at home:

Daily reading (10-15 minutes) – Books your child enjoys at their comfort level (95%+ accuracy). Research shows reading volume significantly impacts development.

Audiobooks – The International Dyslexia Association recognizes audiobooks as valuable literacy tools that build vocabulary, comprehension, and background knowledge while decoding skills develop. They complement but don't replace our structured instruction.

Parent encouragement – Celebrate progress and stay positive about reading.

Why minimal homework: Struggling readers are often already overwhelmed. Growth comes from quality instruction during our sessions, not additional worksheets.

Absolutely. We're happy to collaborate with teachers, learning specialists, and IEP teams to ensure your child gets consistent support. Parent communication is a priority—We're here to support your child succeed.