Why Orton Gillingham may not be the best way to teach your dyslexic child to read- and what to use instead
Dyslexia Help for Kids: Reading, Spelling & Handwriting — Boost Your Child's Skills & Confidence with Days with DyslexiaShow Notes
In this episode of Days with Dyslexia, host Michelle Morgan, a speech-language pathologist, discusses the differences between speech-to-print (sounds first) and print-to-speech (print first) literacy instruction. She explains why traditional Orton-Gillingham methods may not be the most effective for all children, particularly those with dyslexia. Michelle outlines five key differences between a sounds-first vs. print-first approaches, including scope and sequence, teaching the job of each let...
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From Letter Awareness to Literacy Success: A Brain-Based, Language-Driven Handwriting Framework This Days with Dyslexia podcast episode explains how to teach handwriting through a language-based framework that integrates executive function to support reading and spelling development. It describes common handwriting struggles (illegible writing, slow and effortful neat writing, difficulty forming letters during spelling, heavy pressure and erasing) and argues that handwriting by hand recruits ...
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In part five of a series on choosing dyslexia interventions, Michelle reviews differences between meaning-first (to avoid), letters-first programs (e.g., Orton-Gillingham, Barton, Wilson), and sounds-first instruction, then focuses on teaching high-frequency/sight words. Letters-first approaches often have students memorize “red” or irregular word letter strings by repeating letter names, while sounds-first instruction maps sounds to letters and incorporates sounds, letters, and meaning...