Orton-Gillingham Classroom Educator Course, Price, Summer 2019

Course Number: EDU 5620 C07
Instructor: Peggy A. Price, M.Ed., Fellow/AOGPE
Location: Stern Center for Language and Learning, Williston, VT
Dates and Times: August 12-16, 2019 from 8:30 am - 4 pm
Credits: 3 credits
Tuition: $1,870

Note: Please register directly with the Stern Center. Please notify the Stern Center if you wish to take the course for credit. The Stern Center will give you the link to Castleton's online registration form.

Course Description

Orton-Gillingham (OG) is a biologically and linguistically sound, diagnostic and prescriptive, yet flexible approach to structured literacy. This course is designed for K-5 classroom teachers who will customize instruction to meet the diverse needs of all learners in a classroom or small group setting to address foundational skills within the Common Core State Standards. Teachers who will use the OG approach must have knowledge of brain structure and function relative to language learning. Teachers must also have knowledge of the history and structure of the English language and be able to utilize a systematic approach to multisensory structured language instruction. The OG teacher must be able to select and develop instructional materials to facilitate successful learning outcomes and sufficient practice leading to independent literacy learners. Teachers will learn how to bring a structured literacy approach into the mainstream classroom. During the course, teachers will write and practice teaching OG lessons, participate in hands-on applications, engage in small and large group discussion, readings, and practice with instructional procedures and lesson planning.

This course meets the requirements for the Academy of Orton-Gillingham Practitioners and Educators Classroom Educator level. Instructional hours include 30 hours of direct instruction eligible for two graduate credits. Teachers may further their OG training with a 50-hour practicum including five observations, which is also eligible for another two graduate credits.

• The history and principles of the Orton-Gillingham Approach
• The biological and neurological processes underlying this approach
• The history of phonology and basic speech production
• Language processing as information processing – receptive and expressive
• The history and structure of English and basic understanding of morphology
• Developing student lessons and maintaining student records
• Elements and procedures within an Orton-Gillingham lesson and the why behind each section of the lesson

Course Goals

Goal 1: The Classroom Educator in training (trainee) understands the rationale for selecting the OG Approach for classroom reading and spelling instruction.
1. The Classroom Educator trainee demonstrates an understanding of the stages of normal reading development.
2. The trainee is able to explain why the principles of OG are an effective teaching methodology.
3. The trainee is able to 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.
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:
o diagnostic and prescriptive
o synthetic- analytic
o sequential, structured, systematic, and cumulative
o multisensory (VAKT)
o teaching toward automaticity
o 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.

Course Expectations

Include complete attendance, active participation, and homework which includes assigned readings and lesson creation.

Required Texts

All summaries due by September 16, 2019. All required readings are either accessible online or will be given the first day of class.

There are 6 required readings for this course:

  1. Berninger, V. W. (2012, May-June). Strengthening the Mind's Eye: The Case for Continued Handwriting Instruction in the 21st Century. Principal. Reprinted with permission. Copyright 2012 National Association of Elementary School Principals. All rights reserved. http://www.literacyhow.com/wp-content/uploads/2016/09/berninger-minds_eye_handwriting_2012.pdf


  1. Hanbury King, Diana. Why Bother with Cursive? (IDA Examiner April-May 2015) https://eida.org/why-bother-with-cursive/


  1. The International Dyslexia Association. (2013). Dyslexia in the Classroom: What Every Teacher Needs to Know. https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf


  1. Put Reading First: The Research Building Blocks for Teaching Children to Read (3rd ed.). (2006). National Institute for Literacy, The Partnership for Reading. LINCS: Literacy Information and Communication System. https://www.nichd.nih.gov/publications/pubs/Documents/PRFbooklet.pdf


  1. Gillingham, Anna, & Stillman, Bessie (1997). Gillingham Manual: Remedial Training for Children with Specific Disability in Reading, Spelling, and Penmanship (8th ed.). Cambridge, MA: Educators Publishing Service. (ISBN: 0-8388-0200-1, other editions may be substituted.)


  1. Sheffield, B. (1991). The Structured Flexibility of Orton-Gillingham. Annals of Dyslexia, 41, 41-53. (Article emailed as a PDF.)

For additional course and registration information

Peggy A. Price
(802) 878-2332

Register online now!