Orton-Gillingham and Orton-Gillingham-Based Reading Instruction: A Review of the Literature

Journal of Special Education

Ritchey, K. D., & Goeke, J. L. (2006).

Journal of Special Education, 40(3), 171-183.

This literature review compares the effect of Orton-Gillingham (OG) and OG-based programs to the effect of other instructional approaches on reading skills in school-age to college-age students.

Not stated

Earliest available (in select journals) through 2005

Experimental study designs; quasi-experimental study designs; single-subject study designs

12

Elementary-aged children identified as at-risk for reading difficulties demonstrated improved reading outcomes with Orton-Gillingham instruction. However, positive findings were also noted with other reading interventions. The authors concluded that "the extant research literature provides both evidence that supports, as well as evidence that fails to support, the effectiveness of [Orton-Gillingham] instruction in reading, when compared to other reading instruction.... [Therefore] the major conclusion of the review is that the research is currently inadequate, both in number of studies and in the quality of the research methodology, to support that [Orton-Gillingham] interventions are scientifically based" (p. 182).