by Karina Richland | May 17, 2026 | Orton-Gillingham, Uncategorized
Many children struggle to read, and teachers and parents often wonder what they can do differently. The Orton-Gillingham approach is one of the most effective methods for teaching reading, especially for students with dyslexia or other reading difficulties. Rooted in...
by Karina Richland | May 14, 2026 | A PRIDE Post, Dyslexia, Learning Differences, Orton-Gillingham
Orton-Gillingham Scope and Sequence: What Skills Should Come First? When a child is struggling to read, the order of instruction matters as much as the instruction itself. An Orton-Gillingham scope and sequence gives parents, tutors, and teachers a clear path for...
by Karina Richland | May 12, 2026 | Articles & Resources, Orton-Gillingham
How to Choose the Right Orton-Gillingham Tutor for Your Child Choosing an Orton-Gillingham tutor can feel overwhelming when your child is already frustrated with reading. You want someone who understands dyslexia, teaches phonics in a clear sequence, and helps your...
by Karina Richland | May 10, 2026 | Dyslexia, Multisensory, Orton-Gillingham, Phonemic Awareness, Reading
When a child struggles to read, the root cause often traces back to one foundational skill: phonemic awareness. This is the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. Without it, decoding written text becomes a guessing...
by Karina Richland | May 9, 2026 | Orton-Gillingham, phonics
When a child encounters a long, unfamiliar word, what happens? They freeze. They guess. They skip it entirely. Syllable division rules give students a reliable strategy for breaking those intimidating words into smaller, manageable chunks they can actually decode....
by Karina Richland | May 7, 2026 | Orton-Gillingham, Structured Literacy
If you have ever watched a student struggle to sound out a word, only to guess based on the first letter or the picture on the page, you have seen what happens when reading skills are left to chance. Explicit instruction in reading is the opposite of leaving things to...
