Introduction to the Orton-Gillingham Approach: Classroom Educator Level K-2, Ducey, Summer 2026

Course Number:	EDX 5710 S54
Instructor:	Amy Ducey & Peggy Price
Location:	Online
Dates and Times:	June 19 - August 3, 2026
Credits:	3 Graduate Credits
Tuition:	Set by and payable to educational partner The Stern Center for Language & Learning

Course Description

The Orton-Gillingham Approach is the underlying foundation of all multisensory, structured language instruction. This introductory course will provide an overview of the structure of the English language and how to teach foundational literacy skills systematically. In this 46-hour course, participants will gain a basic understanding of the OG Approach and how to develop an OG lesson. Participants will learn about phonology, phonological awareness, syllable types, syllable division, spelling patterns, handwriting, the history of the English language, morphology, and dyslexia and the reading brain. Specifically geared for grades K-2, this course focuses on the flexibility of the OG Approach for small group and whole class instruction. This course meets the requirements for the Academy of Orton-Gillingham Practitioners and Educators (OGA) Classroom Educator coursework for those continuing with the practicum. If you are a K – 2  classroom educator interested in pursuing the practicum, please contact Peggy Price (see her email above).

This course is based upon the Orton-Gillingham Academy Classroom Educator Level Coursework Standards. Please read the 14-page Orton-Gillingham Academy standards for Classroom Educator training for more detail:

Orton-Gillingham Academy. (2024, November). Classroom educator level coursework and practicum standards. Retrieved from https://app.box.com/s/ym0r5wuf0dw1eaa2rg6pxug0u1kphc87

Audience: Classroom teachers K-2, literacy coaches, school administrators, paraeducators, reading specialists, special educators, speech language pathologists, & school psychologists, all with an earned Bachelor's Degree

Course Goals & Objectives

Course Goals/Objectives taken from the Orton-Gillingham Academy 2019 Curriculum Handbook, pp. 20-23:

Goal 1: The Classroom Educator in training (trainee) understands the rationale for selecting the OG Approach for classroom reading and spelling instruction.

Objectives:

1. The Classroom Educator trainee demonstrates an understanding of the stages of normal reading development.
2. The trainee can explain why the principles of OG are an effective teaching methodology.
3. The trainee can explain why OG is a primary approach of choice for all learners.

Goal 2: The Classroom Educator trainee has knowledge and skill to provide instruction working under the supervision of a Fellow of the Academy.

Objectives:

1. The trainee demonstrates a general understanding of reading acquisition and knowledge of the needs and nature of all learners.
2. The trainee has basic knowledge of the English language, history, and structure.
3. The trainee demonstrates knowledge of the following principles of instruction as essential components of the Approach:
   • diagnostic and prescriptive
   • synthetic-analytic
   • sequential, structured, systematic, and cumulative
   • multisensory (VAKT)
   • teaching toward automaticity
   • teaching for integration and application of principles
4. The trainee's lesson plans provide evidence of clear goals that match a sequence of OG concepts.
5. The trainee demonstrates awareness of formal and informal assessment measures.

Goal 3: The trainee adheres to the Academy’s Code of Ethics and understands the privileges and responsibilities of the Orton-Gillingham Classroom Educator.

 All coursework must be taught by a Fellow of the Orton-Gillingham Academy (or a designated Fellow in Training) in person or via a web-based application.

The training program for the Orton-Gillingham Classroom Educator leads to a basic understanding of the following elements of Orton-Gillingham instruction and includes the following components. Trainees will demonstrate understanding of and ability to teach these concepts to small groups and/or classrooms.

Required Readings/Resources

All course participants will purchase:

1. Basic and Advanced sound deck | $25 | Order from V.C.ED wvced.com
2. Kilpatrick, D. A. (2020). Equipped for reading success: A comprehensive, step-by-step program for developing phoneme awareness and fluent word recognition (Reprinted with text corrections). Casey & Kirsch Publishers.
   1. Order from Equipped for Reading Success com
   2. You are required to read chapter 4 during the course. Study guides for chapter 4 from Equipped for Reading Success and PAST Test (2024) will be assigned for homework on Day 1 and Day 2 of the course.

I have included historically significant resources, articles, and readings published before 2021 because of their contribution to the field.

3. Phonemic Awareness: Kilpatrick, D. A. (2024). Phonological Awareness Screening Test (PAST) [Screening instrument] (rev. Jan. 2024). Retrieved from https://thepasttest.com. See course binder, Appendix 4B.
4. Ashby, J., McBride, M., Naftel, S., O’Brien, E., Paulson, L. H., Kilpatrick, D. A, & Moats, L. C. (2024). Teaching Phoneme Awareness in 2024: A Guide for Educators. Retrieved from https://louisamoats.com/wp-content/uploads/2024/12/Teaching-PA-in-2024_A-Guide-for-Educators-9.10.24.pdf
   1. Note: All participants will read this guide but only participants taking the course for graduate credit or completing the OG practicum are required to write a summary.

Additional required readings are available online. Here is a list of articles assigned throughout this course, which are taken from the Orton-Gillingham Academy Associate Level reading list, which are considered seminal works for understanding reading science.

1. Orton-Gillingham Academy. (2025). Orton-Gillingham Academy overview. Author. https://app.box.com/s/23xq9i592ajtiunsg4ykscz07vf1m925
2. Armbruster, B. B., Lehr, F., & Osborn, J. (2010). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3 (3rd ed.). DIANE Publishing. https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
3. Shanahan, T. (2017, August 22). Can I still rely on the National Reading Panel report? Reading Rockets. https://www.readingrockets.org/blogs/shanahan-on-literacy/can-i-still-rely-national-reading-panel-report
4. Chall, J. S. (1983). Stages of reading development. McGraw-Hill. https://app.box.com/s/7x2zyngljpznz1cr7xjgkxt6iaj6marx
5. International Dyslexia Association. (2017). Dyslexia in the classroom: What every teacher needs to know [Handbook]. https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
6. Moats, L. C. (2005). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, 29(4), 12–22, 42–43. https://www.aft.org/ae/winter2005-2006/moats
7. Berninger, V. W. (2012). Strengthening the mind's eye: The case for continued handwriting instruction in the 21st century. Principal, 91(5), 28–31. https://app.box.com/s/62g7yzzlvvocf240efk9c8swi7hqet3u
8. King, D. H. (2015, April). Why bother with cursive? International Dyslexia Association. https://app.box.com/s/t7d4zx149uukmawcz4go590xgv2boas3

For additional course information

Amy Ducey

For additional registration information

Center for Schools Team

(802) 468-1325

This course requires registration with the Stern Center for Language & Learning using the Register Now! button below.

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