Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities
Exceptional Children
Stevens, E. A., Austin, C., et al. (2021).
Exceptional Children, 87(4), 397-417.
This systematic review and meta-analysis investigates the effects of Orton-Gillingham reading interventions for kindergarten through 12th grade students with or at risk of developing word-level reading disorders.
Eunice Kennedy Shriver National Institute of Child Health & Human Development; Office of Special Education Programs, U.S. Department of Education
From database inception to March 2019
Experimental, quasi-experimental, or single-case designs with comparators
24, with 16 included in the meta-analysis
No significant differences in foundational reading skills, vocabulary measures, and comprehension measures were noted following Orton-Gillingham reading interventions when compared to controls. Of note, these findings should be interpreted with caution due to reduced methodological rigor of included studies, the inclusion of both active and non-treatment control groups. Further research is indicated.
