Orton-Gillingham classroom educator small group reading intervention
Research indicates that weak phonological skills will result in difficulty in decoding words in text, thus making reading a very frustrating process. Through action research, the researcher examined the implementation of Tier 2 small group reading intervention using the Orton-Gillingham approach. The Orton-Gillingham approach is a multisensory method of teaching phonological and phonemic awareness, syllabication, sight words, along with spelling rules and concepts. The instruction is explicit, systematic, cumulative, direct, and sequential. Five grade two students met with an Orton-Gillingham practitioner twice a week over the nine-week period. Results indicated that all of the students increased in fluency, accuracy and number of sight words that they could read. As well, statements from the students suggested that they enjoyed the process. Implications of the study along with considerations for the improvement of the group size and setting are provided in the conclusions.