Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students with or at Risk for Word-Level Reading Disabilities

Autor/inn/en	Stevens, Elizabeth A.; Austin, Christy; Moore, Clint; Scammacca, Nancy; Boucher, Alexis N.; Vaughn, Sharon
Titel	Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students with or at Risk for Word-Level Reading Disabilities
Quelle	In: Exceptional Children, 87 (2021) 4, S.397-417 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Stevens, Elizabeth A.) ORCID (Austin, Christy) ORCID (Scammacca, Nancy) ORCID (Boucher, Alexis N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402921993406
Schlagwörter	Reading Instruction; Reading Strategies; At Risk Students; Reading Difficulties; Learning Disabilities; Dyslexia; Teaching Methods; Program Effectiveness; Phonological Awareness; Phonics; Reading Fluency; Spelling; Vocabulary; Reading Comprehension; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibweise; Wortschatz; Leseverstehen
Abstract	Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = 0.40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = 0.59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11