The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy to students with dyslexia.  It is most properly understood and practiced as an approach, not a method, program, or system.

Sessions are always focused on the learning needs of the individual student. I design lessons and materials to work with students at the their individual level by pacing instruction and the introduction of new materials to their own strengths and weaknesses. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. They need more help than most people due to their dyslexia in sorting, recognizing, and organizing the raw materials of language. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically to those with dyslexia.

Common Signs of Dyslexia

Dyslexia is the most common reason a bright child will struggle with spelling, writing, or reading. But it affects many other areas as well. Children with dyslexia also have difficulty:

• Memorizing their address, the alphabet,
  or their multiplication tables
• Learning to tie their shoes
• Writing some letters or numbers backwards past the end of first grade
• Learning to tell time on a clock with hands
• Telling left from right.
• Confusing letter pairs such as b-d, b-p, p-q, or g-j

Here is a more exhaustive list of signs of dyslexia.