This breaks my heart.
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“As a recently retired special education administrator for several school districts in NH over my career, it is painful to hear that parents have to ‘discover’ data-driven, research-based reading programs like Orton-Gillingham. In my state O-G has been used for decades for students with reading challenges. There are many such data-driven, research-based (DDRB) programs available and they are prescribed for our students based on the individual students’ program needs.
This is not a one-method-fits-all approach, and O-G is not practical for classroom instruction. It is very rigid, very repetitive, and it is best provided individually or in very small groups with similar learners. There is intensive teacher prep that is required for each lesson with many specific copywrited materials for each student.
In our state we provide tiered reading instruction specifically in grades K-3. Every student gets classroom instruction using large group DDRB programs. Students are screened individually bi-weekly ( 1-2 min DDRB tools) to ensure benchmarks are being met. If the screen results are unsatisfactory, students receive tier-2, more intensive instruction in addition to the classroom instruction. If progress is still not appropriate, the student is referred to the special education team where an evaluation, including a neuro-psych evaluation, enables the team to decide which intensive individual or small group(2-3 similar students) instruction program meets that student’s needs. Some students skip the second step and go right to this level based on performance . Many students at this level receive a dyslexia diagnosis and are identified as a student with a disability under federal and state law, which opens a whole system of parent rights and proscribed procedures to guarantee those rights are provided.
Unfortunately I believe we can blame many reading problems on whole-word reading teaching approaches that became popular in the 80’s, leading to phonetic instruction (commonly referred to as sounding-out words) nearly disappearing or provided sparingly.
Memorizing sight words really works for very few students. Incorporating good phonetic instruction works for most students. The actual number of identifiable dyslexic students is a small percentage, but for those students a comprehensive reading instruction program like O-G, and others of its caliber are a required. Naomi’s children referred to on your podcast are among them. Dyslexia tends to run in families, and parents may recognize some of their children’s struggles. It can also occur in families with no
history of reading challenges.
This is instruction is commonly done in our state, and it is concerning to hear that it is just being ‘discovered’ in NY. What I know is in many colleges and universities poor pre-service reading instruction is provided to undergrads. All students in college level teaching of reading courses should be taught how children learn to read, about the 5 basic areas of reading and how to provide instruction that includes those 5 areas, as well as how to recognize a struggling reader and what steps to take to help him/her.
It breaks my heart to learn in this day and age that quality reading instruction to meet all learners’ needs is still not a given in states such as NY. I recognize that other less-progressive states are far behind the Northeast.
Thanks for letting me vent, and kudos to Naomi for being such an advocate for her children!”
lNVRHSOT via Apple Podcasts ·
United States of America ·
12/08/22
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