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Take Flight: the evolution of an Orton Gillingham-based curriculum
Jeremiah J Ring1, Karen J Avrit2, Jeffrey L Black2
1Texas Scottish Rite Hospital for Children, 2222 Welborn St, Dallas, TX, 75219, USA. Jerry.Ring@tsrh.org.
Annals of Dyslexia
|November 15, 2017
Summary
This study details the evolution of Alphabetic Phonics, a dyslexia intervention program. Research supports its efficacy and the benefits of adding comprehension instruction for children with dyslexia.
Area of Science:
- Education
- Psychology
- Linguistics
Background:
- Alphabetic Phonics, a revision of the Orton Gillingham method, was developed 30 years ago for dyslexia treatment.
- Dyslexia intervention research has evolved, necessitating updates to established curricula.
Purpose of the Study:
- To report on the evolution of the Alphabetic Phonics curriculum.
- To present data supporting the efficacy of a comprehensive dyslexia treatment program.
- To highlight the value of integrating comprehension instruction into dyslexia interventions.
Main Methods:
- The study describes a comprehensive dyslexia treatment program.
- Data were collected from a hospital-based learning disabilities clinic.
- Intervention research informed the program's development and evaluation.
Main Results:
- The program demonstrates treatment efficacy for children with dyslexia.
- The inclusion of comprehension instruction significantly enhances treatment outcomes.
- The findings provide qualified support for the described intervention.
Conclusions:
- The evolved Alphabetic Phonics curriculum is an effective dyslexia intervention.
- Comprehension instruction is a valuable component of dyslexia treatment.
- Further research is needed to address ongoing issues in dyslexia intervention.
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